The professionalism of the early childhood sector has gained
prominence on the policy agendas of many countries. National
pedagogical frameworks or curricula and an upsurge of pathways to
gaining or upgrading qualifications has led to a pervasive
terminology of professionalism. Yet, despite the pervasiveness of
this terminology, the question of what professionalism means in
early years contexts remains open to debate.
This book draws together the work of an international group of
scholars who have engaged with this question. They ask: How can
professionalism be conceptualised in early childhood settings? How
might one act professionally in increasingly diverse and changing
social and cultural contexts? Do we have a common ground of
understanding about these terms? Are there key concepts that can be
agreed upon? Drawing on research and experience across a wide range
of national contexts, this book seeks an understanding of early
childhood professionalism in local contexts that might throw light
on the global implications of this term.
This book was published as a special issue in the European Early
Childhood Education Research Journal.
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