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.
Chapter 15: From Parent to Practitioner: Alternative Pathways to Professionalism
From Parent to Practitioner: Alternative Pathways to Professionalism
This chapter presents research evidence that reveals how, in the UK, training and working in childcare may be undertaken for personal reasons but, nevertheless can generate a range of benefits for society that could not have been anticipated; benefits that are small-scale but play an important role in strengthening the social fabric. In exploring the unplanned social payadult education and demonstrating how personal motivation can ultimately create public good, it seeks to remind policy makers that educational second chances and diversity matter, and that practices that work well on the ground may be damaged by a rigidly instrumental pursuit of workforce professionalization. In making this claim, it is not ...