"... For the Love of Children and the Joy of Childhood": The Reported Values, Beliefs and Practices of Male Practitioners in England

Autor/in	Jones, Charlotte Estella
Titel	"... For the Love of Children and the Joy of Childhood": The Reported Values, Beliefs and Practices of Male Practitioners in England
Quelle	In: Journal of Early Childhood Research, 14 (2016) 4, S.407-430 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X15577005
Schlagwörter	Males; Foreign Countries; Early Childhood Education; Young Children; Questionnaires; Child Care; Work Environment; Mixed Methods Research; Case Studies; Online Surveys; Labor Force; Preschool Teachers; Diversity (Faculty); United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Fragebogen; Kinderfürsorge; Kinderbetreuung; Arbeitsmilieu; Case study; Fallstudie; Case Study; Labour force; Arbeitskraft; Erwerbsbevölkerung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	Increased attention has been paid to qualifications and training of early childhood education and care staff in order to improve the quality of the service they provide. However, less attention has been paid to the demographics of the workforce itself. Men have consistently made up 2 per cent of the early childhood education and care workforce. Research on their experiences within the workforce is lacking and therefore their work with young children largely unreported. Drawing on data collected from an online questionnaire, this article will explore the reported values, beliefs and experiences of male practitioners working with children aged 0-5 years. Bourdieu's theories on "habitus", "capital" and "field" were utilised as a means of interrogating data gathered to consider influences shaping life chances and practices of men working with young children. Participants shared extremely positive experiences of their current work; however, the findings reflected the need to reconsider the extent to which our cultural conceptions of gender roles and identities have changed in the sphere of early childhood education and care in the 21st century. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01