Learning from each other

Hryniewicz, Liz; Luff, Paulette

doi:10.4324/9780429437113-23

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a number of other countries, such as England (Melhuish, 2016; Sylva et al, 2003), there is evidence to suggest that the quality of provision is less reliable in the Private, Voluntary and Independent sector (PVI), which tends to include private and voluntary day nurseries and playgroups run by parents or voluntary sector and the private nursery schools. Although all registered educational providers in England follow strongly regulated inspections from the OFSTED (Hryniewicz and Luff, 2020), there are certain disparities. The private services have a lower quality provision in England and in Spain.…”

Section: The Professional Role Of Staff and Their Working Conditionsmentioning

confidence: 99%

The forgotten ECEC staff working with birth-to-3-year-olds: The imbalances between the workforce policies and ECEC staff employment conditions in Spain

Granados

Rogers

Kruse

2021

Management in Education

View full text Add to dashboard Cite

In response to an international focus on Early Childhood Education and Care (ECEC), Spanish scholars have recently started to explore the participation of early years practitioners in their educational organisations and their views on working conditions. However, a comprehensive review of the current challenges experienced by the Under 3 s early years educators and the examination of the imbalances in workforce policy and working conditions on literature, has thus far not been conducted. Three themes are identified related to the professional developmental path within the school settings that the Spanish ECEC educators follow. The first relates to the educators’ initial ECEC education and training, who the staff caring for this age group are, and how prepared they are. The second is linked to the ECEC programs available for children from birth until they reach three years, and how and where the inclusive programs are delivered to this age group, as well as the early years educators’ working conditions and the impact of the professional roles. Whereas the third relates to in-service professional development derived from interaction and collective learning. The article concludes with suggestions on how the practitioners’ professional development could operationalise policy requirements in order to achieve more inclusive and child-centred learning.

show abstract

Section: The Professional Role Of Staff and Their Working Conditionsmentioning

confidence: 99%