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By Leena Alanen, Liz Brooker, Berry Mayall (auth.)

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I’ve got to learn to do things that my Mum does. You have to learn more things. Sidra: My Mum does the cooking. But I clean the house, put the washing in the machine and learn a lot of stuff for the future. (Mayall 2002: 52) 28 Berry Mayall Rumena and Sidra said they were enjoying their new domestic responsibilities, and looking forward to their future lives running a household. According to their accounts, their mothers’ expectations and their conformity matched. And at their age, the demands of the education system allowed them time for traditional home life.

Martin 1987). At nursery, staff have educational agendas, passed down from national policies, and their work is controlled both by long-established traditions and by more recent policy pronouncements. g. Holligan 2000). As to schools, I suggested above that primary school teachers think they have to balance attention to the ‘whole child’, to the social order of the school and to the curriculum. But the concept of an equal balance between physical and mental education (traditionally part of the private school ethos) was never fully endorsed 24 Berry Mayall for state-educated children; and in the last 20 years, concern about academic attainment has narrowed the space and time for school attention to children’s bodies and emotional well-being.

Aldershot, Avebury Press. Shilling, C. 1993. The body and social theory. London: Sage. Shilling, C. 2005. The body in culture, technology and society. London: Sage. Turner, B. S. 1992. Regulating bodies: Essays in medical sociology. London: Routledge. Yelland, N. ) 2010. Contemporary perspectives on early childhood education. Maidenhead: Open University Press. 3 Cultural Capital in the Preschool Years: Can the State ‘Compensate’ for the Family? Liz Brooker Introduction The question posed in the title to this chapter is prompted by the current English government’s apparent thinking in devising policies for young children and their families.

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