‘The book gives excellent insight of current Early Years topics by covering international educational approaches and discussing the need to professionalise the sector. It is suitable for students on Early Childhood Studies programme, EYPS, and Early Years Foundation Degrees.’ - Eva Mikuska, Senior Lecturer at University of Chichester, MA, EYPS, and Programme Leader for the Foundation Degree in Early Childhood
Chapter 16: Concepts and status of early years’ professionalism
Concepts and status of early years’ professionalism
Key Ideas Explored in this Chapter
- changes and proposed changes to the concept and status of the early years workforce
- what constitutes a professional body of knowledge
- the case for education and care coming together under education.
At the start of this chapter, it may be useful to take a few moments to consider what we mean by ‘professionalism’ for the ECEC workforce. Within the UK, although we do not like to admit to a distinction between ‘care’ and ‘education’, this division has been [Page 256]promoted historically and organisationally. Education authorities, as part of non-statutory provision, take responsibility for some 3-5 provision, but over recent decades a growing percentage of provision is regulated by ...