Constructing and maintaining data doppelgangers: rethinking early years assessment in England.

In this short presentation, a conceptual analysis of research literature surrounding the assessment practices in the English early years context reveals children reconstituted as data. The complex, chaotic and unpredictable nature of the child is reconstructed in numerical form; a form which can be measured, compared and manipulated. I suggest that this process creates data doppelgängers which have become more important than the actual embodied child. This has resulted in a move from child-centred to doppelgänger- centred education, a system which disadvantages children.

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