Once the Cinderella of the education system, early years
education has evolved into a much more substantially funded sector
with staff experiencing greater opportunities for higher-level
training and education as well as increasing demands. This book
reflects practitioner debates about fundamental questions such as
whether or not their field of work is a profession at all. Two key
arguments are presented. The first is that early years education
has matured to the point that pedagogical and regulatory frameworks
have been introduced and linked to a terminology of
professionalism. This has opened up a space for early years
practitioners - as insiders of this historically undervalued sector
- to question the nature of their practice. The questioning leads
to the second argument: the need for a new future for early years
education marked by a 'critical ecology' of the profession. This is
a future in which educators maintain an attitude of critical
enquiry in all aspects of their role, assessing the genuine needs
of the sector, factoring in the different political and cultural
milieux that influence it, and acting to transform it.
In exploring the issues, this book begins by recording in detail
the daily work of early years educators from six countries:
Australia, England, Finland, Germany, New Zealand and Sweden. These
case studies explore what it means to act professionally in a
particular context; perceptions of what being a 'professional' in
early childhood education means (including practitioners' self
perceptions and external perspectives); and common features of
practice in each context. It moves on to analyse the wider
socio-political forces that affect this day-to-day practice and
recommends that practitioners act as transformative agents informed
by the political and social realities of their time.
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