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
- Continuous professional support and quality
- Early Childhood education and care staff with different qualifications in professional development processes.
- How personal attitudes and competence of educators are related to the wider system of competent teams, leadership, collaboration across services and competent governance
- From research to policy: the case of early childhood and care
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 development Jan 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