This paper explores how the neoliberal policy directives relating to the teaching of phonics in schools in England, influences the pedagogy of early years educators (EYEs) working with under-threes. The research highlights that these EYEs are confounded by early reading (ER), given that there is no clear definition or provision separating ER from the mandatory teaching of phonics in schools. This paper asserts that it is vital to detach provision for ER for under-threes from the ‘formal’ teaching of phonics recommended for schools. In addition, EYEs require immediate support to become ‘resistant’ to such inappropriate policy directives, persistently driven by the school readiness agenda and the ‘datafication’ and inequality of early years pedagogy, previously highlighted by Roberts-Holmes and Bradbury.

本文探讨了与英国学校的语音教学有关的新自由主义政策指令如何影响与未成年人士合作的早期教育者（EYE）的教学法。该研究强调，由于没有明确的定义或规定将ER与学校的强制性语音教学区分开，因此这些EYE与早期阅读（ER）混淆。本文认为，将针对未成年人的ER的提法与为学校推荐的“正式”语音教学分开是至关重要的。此外，EYE需要立即支持，以“抵制”此类不当的政策指示，而这种抵制是由罗伯茨-霍姆斯（Roberts-Holmes）和布拉德伯里（Bradbury）先前强调的上学准备议程以及早年教育学的“数据分散化”和不平等现象持续驱动的。