Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice

Autor/inn/en	Urban, Mathias; Vandenbroeck, Michel; Van Laere, Katrien; Lazzari, Arianna; Peeters, Jan
Titel	Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice
Quelle	In: European Journal of Education, 47 (2012) 4, S.508-526 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12010
Schlagwörter	Stellungnahme; Educational Policy; Foreign Countries; Early Childhood Education; Young Children; Child Care; Professional Development; Professional Identity; Teacher Education; Surveys; Case Studies; Literature Reviews; Curriculum Development; Employment; Work Environment; European Union + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Kinderfürsorge; Kinderbetreuung; Lehrerausbildung; Lehrerbildung; Survey; Umfrage; Befragung; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Dienstverhältnis; Arbeitsmilieu
Abstract	The close connection between the quality of provision for young children and professionalisation of the field has long been supported by international research. That the two are inseparable aspects of one picture is beginning to become accepted at European policy level, as evident in recent high level EU policy documents. This article explores the reciprocal relationship between quality and professionalisation, drawing on the findings of the study on "competence requirements in early childhood education and care" (CoRe), jointly conducted by the University of East London and the University of Gent, and funded by the European Commission. Based on a review of literature in several European languages and data from a 15-country survey and seven in-depth case studies, CoRe has identified systemic conditions for a professionalisation of the entire early childhood system, beyond the formal qualification levels of individual practitioners. The article argues for a critical and systemic reconceptualisation of professional practice in a "competent system". (Contains 2 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10