Accompaniment and Quality in Childcare Services: The Emergence of a Culture of Professionalization

Autor/inn/en	Pirard, Florence; Barbier, Jean-Marie
Titel	Accompaniment and Quality in Childcare Services: The Emergence of a Culture of Professionalization
Quelle	In: Early Years: An International Journal of Research and Development, 32 (2012) 2, S.171-182 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2011.642852
Schlagwörter	Early Childhood Education; Educational Practices; Professional Development; Policy Formation; Educational Change; Professional Identity; Preschool Children; Infants; Case Studies; Educational Innovation; Preschool Teachers; Child Care; Child Care Centers; Educational Quality; Teacher Competencies; Teacher Education; Foreign Countries; Belgium; France + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Politische Betätigung; Bildungsreform; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Toddler; Toddlers; Kleinkind; Case study; Fallstudie; Case Study; Instructional innovation; Bildungsinnovation; Erzieher; Erzieherin; Kindergärtnerin; Kinderfürsorge; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Quality of education; Bildungsqualität; Lehrkunst; Lehrerausbildung; Lehrerbildung; Ausland; Belgien; Frankreich
Abstract	This article addresses various educational cultures observed today in a variety of training and professional development contexts in the field of early childhood education. The paper also analyses methods of developing and implementing training or professional "accompaniment". This notion of "accompaniment" has been developed in the context of French-speaking countries, especially in relation to the development of childcare services and the search for quality. From a case study using "accompaniment" as a professional development initiative to consider freedom of movement for children aged birth to three years as a quality criterion in daily educational practice, the article illustrates the importance of considering innovation in the professional development of early years educators, not only as a new initiative in this specific context, but also as a signifier of the wider emergence of a new culture of professionalization where actions, actors and environment undergo change simultaneously. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10