By exploring the key issues, arguments and messages that exist in the field, Cross-Cultural Perspectives on Early Childhood provides an international, comparative look at aspects of early childhood education and care. Pedagogical practices, learning cultures and the professional development of practitioners are considered within the wider political agenda of different countries. Pertinent policy and practice issues, such as numeracy and literacy, are carefully examined. Theodora Papatheodorou and Janet Moyles highlight how important it is to engage with and listen to children, to provide positive learning encounters.

Transformation of Early Years Provision Using Discourses for Professional Development for Practitioners

Transformation of early years provision using discourses for professional development for practitioners
ChristineSuch, JuliaDruce and HazelJennings

Overview

This chapter begins with a review of the changing policy in early years and how this is linked to professionalising the workforce with the focus on graduate leadership. We shall show how evidence on effective pedagogical practice is now part of the discourse promoting professional development using the Early Years Professional Status (EYPS) role as the focus of our inquiry. We examine the role of higher education in supporting early years practitioners' professional development. Here we seek to explore models of professional development drawing upon evidence from our practice as lecturers and trainers in a post-1992 university in England. ...

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