Merve Nur Guler

My research critically examines the concept of school readiness within the context of the English Early Years Foundation Stage (EYFS) policy. I explore how neoliberal ideologies influence the application of developmental and learning theories in early childhood education and care (ECEC) and shape the expectations for young children. Through this study, I aim to understand how policies are interpreted and implemented by educators and parents, and the ways in which these interpretations impact children’s experiences and opportunities. My work combines critical discourse analysis of EYFS policy documents with qualitative, school-based research to provide a comprehensive view of the intersections between policy, practice, and lived experience.

• Early Childhood Education and Care (ECEC) policies and practices

• Critical discourse analysis of education policies

• Neoliberalism and its influence on education systems

• Power dynamics and equity in early years education

• School readiness: definitions, perceptions, and impacts

• Educator and parent roles in policy implementation

• Comparative education and cross-contextual studies

• Reflexivity and ethics in qualitative research