With the rapid change experienced by the Early Years Workforce over recent times, this book considers what constitutes professionalization in the sector, and what this means in practice. Bringing a critical perspective to the developing knowledge and understanding of early years practitioners at various stages of their professional development, it draws attention to key themes and issues.
Chapters are written by leading authorities and researchers in the field, and provide case studies from practice, and questions and discussion points to facilitate critical thinking.
Topics covered include:
leading and managing in the early years; reflective journeys; constructions of professional identities; men in the early years; multi-disciplinary working in the early years; professionalization in the nursery; child care practitioners and professionalization; early childhood leadership and policy.
With staggered levels of Further Reading, the editors and contributors provide a rich source of material that encourages reflection and promotes progression.
Chapter 11: A New Professionalism
A New Professionalism
In this final chapter, we draw together some of the key themes and discussions from the chapters in this book.
The growth of interest in the early years in the United Kingdom (UK) and other countries over the last 10 years has generated significant policy developments which have been designed to impact on provision, practice, professional roles and ways of working. At the same time, there has been growing academic interest in the field and researchers, trainers and practitioners have engaged with these developments drawing on a number of different academic disciplines. Much of this discussion has aimed to challenge and problematize constructions of children and those working with children as ‘docile bodies’ who can be regulated, and to ...