ABSTRACT
This chapter discusses the interplay between 'official' early years practices, what Mikhail Bakhtin describes as the authoritative discourse (AD), and those that are personally relevant to individuals, known as internally persuasive discourses (IPD), in contemporary accountability practices that permeate the early year's heteroglot. These are the discourses that draw from different chronotopes, and by definition contest authorial ones in encounters that are constantly present in organisations of social and governmental life. Chronotope sits at the heart of culture and knowledge creation. The chapter examines the place of AD and IPD in contemporary accountability practices that permeate the early years heteroglot. Teachers who are vigilant about these different ways of revealing IDP have the opportunity to consider their tremendous potential to contribute to the life of the early years setting, and to deeper appreciation of children through loving pedagogical deeds.
