Radical Reconstructions? Early Childhood Workforce Profiles in Changing European Early Childhood Education and Care Systems

Oberhuemer, Pamela

doi:10.1007/978-94-007-2718-2_8

Cited by 11 publications

(11 citation statements)

References 4 publications

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“…Carers were traditionally recruited from women of the lower classes and their profession was based on and legitimated by stereotypical constructions of the ideal mother . Simultaneously, kindergartens for older children were developed to offer pre-primary educational activities and cared for children's moral well-being and preparation for primary school (Oberhuemer et al 2010). The education of young children was seen as an acceptable form of female employment because it gave women the opportunity to have a social life and a job outside the home, while still conforming to the traditional conception that women naturally take care of children (Forrester 2005).…”

Section: New Perspectives From Recent Gender Theoriesmentioning

confidence: 99%

Gender balance in ECEC: why is there so little progress?

Peeters

Rohrmann

Emilsen

2015

European Early Childhood Education Research Journal

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Social attitudes about male participation in the upbringing of children have changed considerably over the past few decades. Men are now seen as important for children's development and learning. Research from many countries worldwide shows that in early childhood care and education (ECEC), male workers are welcomed by female colleagues and parents. In the last two decades there have been initiatives for more men in ECEC in several European countries. Nevertheless the proportion of male workers ECEC remains low worldwide. This article questions the persisting gender imbalance in ECEC and analyzes ambivalences regarding more men in the field. Based on recent gender theory, efforts and limits of strategies for more male students and workers in ECEC in Belgium, Norway and Germany are discussed. It is concluded that deeply held gendered attitudes and practices in the field of care and educational work with young children have to be put into question. More space in ECEC for embodied subjectivities is needed to overcome essentialist conceptions of differences between body and mind, women and men.

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Section: New Perspectives From Recent Gender Theoriesmentioning

confidence: 99%

Gender balance in ECEC: why is there so little progress?

Peeters

Rohrmann

Emilsen

2015

European Early Childhood Education Research Journal

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“…Since 2000, early childhood education has become the subject of high priority within the public policy agendas of many countries, as we can observe in the numerous government initiatives carried out to promote its expansion and quality (Adlerstein & Pardo, 2017; Oberhuemer & Schreyer, 2018). This increase can be explained by the abundant scientific multidisciplinary evidence showing the positive impact of early childhood education at both the individual and the social level (Camilli, Vargas, Ryan, & Barnett, 2010; Melhuish et al, 2015; Ruhm & Waldfogel, 2011), thanks to which it has tended to lose its historical association with goals which were more welfare or recreational, and has started to be recognized for its educational value (Weikart, 2000).…”

mentioning

confidence: 99%

Resisting schoolification from the classroom. Exploring the professional identity of early childhood teachers in Chile / Resistiendo la escolarización desde el aula. Explorando la identidad profesional de las docentes de primera infancia en Chile

Pardo

Opazo

2019

Cultura y Educación

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This article presents a study which aimed to explore the professional identity of early childhood teachers in Chile, applying a sociocultural approach. Relying on an exploratory qualitative design, data were collected through focus groups and photo-narratives. The findings show that these teachers understand that child-centred pedagogy is the pillar of their professional identity; that they perceive that this is under threat from the schoolification of early childhood education; and that they admit that their capacity to resist this tendency is limited to the classroom. These findings suggest that, having scarce resources available to negotiate their professional identity in their working context, early childhood teachers in Chile have a limited capacity for agency.

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“…A previous study of early childhood staffing systems in 27 EU member states (Oberhuemer, Schreyer, and Neuman 2010) had revealed a strong workplace component in the professional education and training policies in Denmark and Sweden, which seemed to invite closer examination. Iceland and Norway, as non-EU countries, were chosen in the light of recent staffing reforms assumed to be influencing the workplace-based component of early years professional education/training.…”

Section: Editorialmentioning

confidence: 98%

Seeking new cultures of cooperation: a cross-national analysis of workplace-based learning and mentoring practices in early years professional education/training

Radical Reconstructions? Early Childhood Workforce Profiles in Changing European Early Childhood Education and Care Systems

Cited by 11 publications

References 4 publications

Gender balance in ECEC: why is there so little progress?

Gender balance in ECEC: why is there so little progress?

Resisting schoolification from the classroom. Exploring the professional identity of early childhood teachers in Chile / Resistiendo la escolarización desde el aula. Explorando la identidad profesional de las docentes de primera infancia en Chile

Seeking new cultures of cooperation: a cross-national analysis of workplace-based learning and mentoring practices in early years professional education/training

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