Pathways to Professionalism in Early Childhood Education and Care is concerned with a growing interest from policy and research in the professionalisation of the early childhood workforce. Illustrated by in-depth case studies of innovative and sustainable pathways to professionalisation, it recognises the importance of a systemic approach to professionalisation across all levels of the early childhood. The authors of this wide-ranging book share insights of professionalism from various European countries and suggest that professionalism in early childhood unfolds best in a ‘competent system’.
This book considers a broad range of international issues including
Pathways to Professionalism in Early Childhood Education and Care is a crucial and fascinating read for professionals working in the sector and contributes to broadening views on what professionalism in early childhood can mean within a ‘competent system’.
List of contributors
Introduction Michel Vandenbroeck, Jan Peeters, Mathias Urban and Arianna Lazzari
The Danish Pedagogue Education Jytte Juul Jensen
A training for early childhood educators combined with full-time employment in Lyon Marie Paule Thollon Behar and Myriam Mony
Continuous professional support and quality: the case of Pistoia Tullia Musatti, Mariacristina Picchio and Susanna Mayer
The competent ECEC system in the city of Ghent: a long-term investment in continuous professional developmentJan Peeters, Chris De Kimpe, Steven Brandt
Early Childhood education and care staff with different qualifications in professional development processes Tatjana Vonta
Personal attitudes and competences of educators as a prerequisite of programme success: the case of the WTANP programme Piotr Olaf Żylicz and Ludmiła Rycielska
The early years professional in England Claire Cameron and Linda Miller
From research to policy: the case of early childhood and care Nora Milotay
Lessons learnt and a debate to be continued Jan Peeters, Mathias Urban and Michel Vandenbroeck
Written in association with the European Early Childhood Education Research Association (EECERA), titles in this series will reflect the latest developments and most current research and practice in early childhood education on a global level. Feeding into and supporting the further development of the discipline as an exciting and urgent field of research and high academic endeavour, the series carries a particular focus on knowledge and reflection, which has huge relevance and topicality for those at the front line of decision making and professional practice.
Rather than following a linear approach of research to practice, this series offers a unique fusion of research, theoretical, conceptual and philosophical perspectives, values and ethics, and professional practice, which has been termed ‘Ethical Praxis’.