Choose Your Words Wisely: Descriptions of a Professional Early Childhood Practitioner

Oke, Ayooluwa; Butler, Judith E.; O’Neill, Cian

doi:10.46743/2160-3715/2019.3603

Cited by 2 publications

(3 citation statements)

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“…As it becomes evident, both from our results and previous research (Harwood et al, 2013;Oke et al, 2019) an ethic of care prevails in infant classrooms both in terms of educators' professionalism and in terms of the role and aims of an educator towards infants. On the other hand, in toddler classrooms educative aspects and aims, as well as attention to children's independence and autonomy are gaining increased attention.…”

Section: The Role and Occupational Activities Of Infant-toddler Educa...supporting

confidence: 71%

“…On the other hand, our results are in line with the results of the study conducted by Harwood et al (2013) who also found that participants emphasize their love for their work as well as their love for children as essential qualities. Oke et al (2019) also found that educators prioritize and emphasize interpersonal skills (e.g. patient, caring, creative, etc.)…”

Section: Attributes Of a Professional Infant-toddler Educatormentioning

confidence: 94%

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Professional occupational activities and functions of Greek infant-toddler educators: Roles and responsibilities

Rentzou

2024

J Child Edu Soc

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During the last years, infant and toddler practice is receiving increased attention at the policy level. Yet, little is known about what infant/toddler practice entails and how educators working with children of this age group view their role and professional identity. The present mixed methods study aims at filling the research gap on what the professional identity and the work of infant and toddler educators entails, what are the characteristics that constitute an infant/toddler educator professionally and on the extent to which they are well prepared to perform their multi-dimensional role. 51 Greek infant/toddler educators responded to an online questionnaire which included close and open-ended questions. Results reveal that the role of infant/toddler educators is complex and multi-faceted and that infant/toddler educators spent most of their time in education and care practices rather than managerial practices. In addition, results highlight that care moves beyond narrow definitions that include routines, to a broader image of care which involves educational and relational aspects. Divergences between practices adopted in infant and toddler classrooms have also been revealed. The results highlight the need to further explore infant and toddler educators’ voices about their role, professional identity and work.

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Section: The Role and Occupational Activities Of Infant-toddler Educa...supporting

confidence: 71%

Section: Attributes Of a Professional Infant-toddler Educatormentioning

confidence: 94%

Professional occupational activities and functions of Greek infant-toddler educators: Roles and responsibilities

Rentzou

2024

J Child Edu Soc

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“…The objectives and criteria required to participate were detailed Source. Adapted from Morrow and Smith (1995), Strauss and Corbin (1990), and Oke et al (2019). in a one-page information sheet using language free of jargon.…”

Section: Ethical Considerationsmentioning

confidence: 99%

“Who Would Bother Getting a Degree When You Would Be on the Exact Same Pay and Conditions . . .?” Professionalism and the Problem With Qualifications in Early Childhood Education and Care: An Irish Perspective

2021

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Although the literature is replete with research that indicates the importance of qualified and highly skilled practitioners in the provision of quality Early Childhood Education and Care (ECEC), challenges to the retention of highly skilled graduates and the establishment of a professional ECEC workforce persist. This study investigates the barriers that hinder practitioners from obtaining higher level ECEC qualifications. It presents findings from the perspectives of practitioners ( n = 18) participating in the Early Childhood Care and Education (ECCE) Scheme using semi-structured interviews. This article is part of a doctoral study with practitioners and parents on quality in ECEC and the impact of technology on quality practice. Importantly, this article presents findings from the practitioner interviews as they relate to the barriers faced by practitioners in obtaining higher level qualifications. Findings indicate that practitioners value the role of qualifications in the provision of quality practice. Despite this, findings suggest that the likelihood of obtaining an ECEC degree is largely dependent on the practitioner’s financial situation. For example, in the absence of appropriate pay scales and occupational profiles, practitioners are forced to avail of social welfare services.

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Choose Your Words Wisely: Descriptions of a Professional Early Childhood Practitioner

Cited by 2 publications

References 0 publications

Professional occupational activities and functions of Greek infant-toddler educators: Roles and responsibilities

Professional occupational activities and functions of Greek infant-toddler educators: Roles and responsibilities

“Who Would Bother Getting a Degree When You Would Be on the Exact Same Pay and Conditions . . .?” Professionalism and the Problem With Qualifications in Early Childhood Education and Care: An Irish Perspective

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