Professionalisation policies in the ECEC field: trends and tensions in the Italian context

Lazzari, Arianna; Picchio, Mariacristina; Balduzzi, Lucia

doi:10.1080/09669760.2015.1078725

Cited by 7 publications

(4 citation statements)

References 8 publications

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“…Wild et al 2015), Italy (Lazzari et al 2015), Serbia (Banković 2014), North America (Harwood et al 2013), Japan (Hegde 2014) and Singapore (Ang 2014), where there are also often distinctions between 'care', for children under three, and 'education', for those over three (see Lillvist et al 2014). However, as Karila (2012), Campbell- Barr and Nygård (2014) and Gunnarsdottir (2014) note, even in Scandinavia, there are current challenges from neoliberalism's instrumentalist concern with early childhood provision as economic investment and emphasis on the market, supply and demand and ready measures of academic and economic success.…”

Section: International Perspectives On Early Childhood Education and mentioning

confidence: 99%

Flight turbulence: the stormy professional trajectory of trainee early years’ teachers in England

Barron

2016

International Journal of Early Years Education

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This paper documents trainees' 'flight turbulence' as they negotiate the complexities that lie between 'the self' and the securing of Early Years Teaching Status (EYTS) in England. Early Years Teachers, besides teaching, are expected to lead improvements to the quality of provision. However, drawing on interview data, an impasse is discerned where ideas meet instrumental policy in practice. Trainees are often unable to reshape the meeting of theory, policy and practice and struggle in finding teaching approaches which they are comfortable with ethically. Drawing on Holland et al's concept of 'figured worlds', it is suggested that the development of theory-informed practice should not be seen as a solitary task for the student but as a dialogic though difficult conversation involving the student, university staff and placement practitioners. Dialogism is seen as requiring persistence but as offering opportunities for beginning early years' teachers, with support from teacher educators and experienced practitioners, to negotiate the challenging spaces between policy, theory and beliefs as they seek to construct, deconstruct and reconstruct ethical professional identities for themselves.

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Section: International Perspectives On Early Childhood Education and mentioning

confidence: 99%

Flight turbulence: the stormy professional trajectory of trainee early years’ teachers in England

Barron

2016

International Journal of Early Years Education

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“…Así pues, y en línea con la proposición realizada desde la UE a fin de implantar sistemas de EI integrados (European Commission, 2016), concebimos la EI como una etapa educativa única y nos oponemos a una fragmentación en dos ciclos por los siguientes motivos:  La fragmentación en dos ciclos contribuye a fortalecer las diferencias entre los niveles de cualificación de sus profesionales, tal y como se ha comprobado previamente en otros estudios (Lazzari, Picchio y Balduzzi, 2015), lo cual contribuye a la devaluación del primer ciclo de EI y al consecuente detrimento de su calidad educativa.…”

Section: Consideraciones Finalesunclassified

La formación inicial de los profesionales de la Educación Infantil en Inglaterra, Francia y España

2020

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Resumen:Organismos internacionales consideran de gran importancia conseguir una óptima profesionalización de los docentes de Educación Infantil con el fin de garantizar una educación de calidad.El objetivo del presente estudio consiste en analizar la formación inicial de distintos profesionales que ejercen en la etapa de Educación Infantil en Inglaterra, Francia y España con el fin de constatar similitudes y diferencias en diversos aspectos, tales como el nivel de cualificación, requisitos de acceso a la formación, modalidades formativas, entre otras. Tras la utilización de la metodología comparada detectamos homogeneidad en exigir un nivel de cualificación inferior a los profesionales que ejercen en el segundo ciclo. Mientras que constatamos considerables diferencias en los requisitos exigidos para cursar la formación docente. Concluimos que, a pesar de los esfuerzos realizados en los últimos años para implantar sistemas de Educación Infantil integrados en una sola etapa, en absoluto se está generalizando este modelo a pesar de que toda la etapa esté regulada por el mismo Ministerio.

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“…For example; in the prioritisation and discursive framing of school readiness in early year's frameworks from the US and discourses with regards to children taking personal responsibility for their own learning, development and creativity that are embedded in key early year's educational documents including Belonging, Being and Becoming: the Early Years Learning Framework for Australia (Australian Government, 2019). Internationally, increasing critical attention is accorded to discourse (Hajer, 2006) and how problems, issues and identities are constructed and reconstructed in early years curricula (Ortlipp et al, 2011); in discerning confluence and convergence in how notions of diversity, citizenship and participation are conceptualised across contexts (Deegan, 2002;Phillips et al, 2018); concepts of quality and professionalism in key frameworks in ECEC provision (Lazzari et al, 2015) and how practitioners' professional identities shape and reflect discourses about ECEC that are embedded within curricular frameworks (Ortlipp et al, 2011). In engaging with sociological approaches to governmentality and subsequently applying them to the EYFS, this paper makes an important contribution to critical literature on English ECEC policy, thereby extending national and international research on the EYFS and early years' curricular frameworks generally.…”

Section: Introductionmentioning

confidence: 99%

Reimagining Children's Behaviour and Behaviour Management “Otherwise”: A Critical Commentary on the English Early Years Foundation Stage (EYFS)

Hester

Moran

Richards

2021

Child Care in Practice

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The paper focuses on the Early Years Foundation Stage (EYFS), which sets standards for children's care, development and education in England from birth to five years old. Analysing the EYFS, as comprised of knowledge and discourses that inform, and are informed by broader cultural understandings of childhood and development, we argue that the way in which the current EYFS (2017) frames young children's behaviour promotes largely instrumental strategies for behaviour management which perpetuate overly static understandings of childhood and children's development and promote neo-liberal ideals that might be said to be detrimental to children's rights and their overall well-being. Importantly, we argue that the EYFS imposes discourses about responsibility for managing one's own behaviour on young children which simultaneously overlook the multidimensionality of children's lives and contradict other aspects of the EYFS and English early years policy. The paper makes suggestions about how the EYFS can be reimagined "otherwise" using the lens of governmentality, exposing power relations and the production of taken-for-granted "truths" about children's realities that appear in contemporary policies.

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Professionalisation policies in the ECEC field: trends and tensions in the Italian context

Cited by 7 publications

References 8 publications

Flight turbulence: the stormy professional trajectory of trainee early years’ teachers in England

Flight turbulence: the stormy professional trajectory of trainee early years’ teachers in England

La formación inicial de los profesionales de la Educación Infantil en Inglaterra, Francia y España

Reimagining Children's Behaviour and Behaviour Management “Otherwise”: A Critical Commentary on the English Early Years Foundation Stage (EYFS)

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