Issue description:
This issue examines the early childhood workforce and how it can become more professional.
With contributors from across Europe, this issue questions what is meant by the term 'professional' in relation to the early years, and looks at how this status can best be achieved. There is also a look at New Zealand, where uniquely, there has been a decision to move towards a totally graduate early years workforce. There are also examples of European and EU policy, and a look at the Children in Europe Policy Paper, 'Young Children and their Services: Developing a European Approach', launched in April in Brussels. Arguing the case for a broad and active EU policy, it sets out 10 principles that should underpin this policy, based on earlier European and other international work.
Articles in this issue include:
Education of a profession
Europe requires an integrated approach to early childhood education and care argues Stig Lund.
What professional?
Pamela Oberhuemer and Inge Schreyer report on their research examining early years professional profiles in the newest EU member states.
What do we mean by 'competence'?
An organizing principle to measure performance or the basis for reflexive professionalism? Claire Cameron examines a much used term.
Professional profiles
Carmen Dalli, Annalia Galardina, Søs Bayer and Didier Favre consider four different approaches to working with children from birth to six years.
Early years practitioners as actors of change
Jan Peeters tracks the development of the early years workforce over three decades.
An agenda for change
How is the early years workforce developing across Europe? Children in Europe examines some developments in Germany, Scotland, Iceland, Sweden and Poland
Focus on…men in the nursery and kindergarten
Erik Hauglund explains Norway's attempts to ensure that more men work in early years services.