Toward 'good enough' services for inaptly served families and children: Barriers and opportunities

Rosenfeld, Jona M.; Sykes, Israel

doi:10.1080/13691459808413790

Cited by 30 publications

(25 citation statements)

References 5 publications

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“…The selected cases are by no means representative. They do, however, represent social constructions and understandings that need to be contextualised and localised in order for us to learn from their success (Rosenfeld & Sykes, 1998). In other words, any research in highly complex systems, aiming at developing an understanding of what is actually going on, why, and for whom needs to embrace the messiness of its subject and reflect the spatialised nature of knowledge in this field which is 'motley' (Urban, 2006(Urban, , 2007a(Urban, , 2007b, and in this issue).…”

Section: Polandmentioning

confidence: 99%

Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice

Urban¹,

Vandenbroeck²,

Laere³

et al. 2012

Euro J of Education

142

112

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The close connection between the quality of provision for young children and professionaliation of the field has long been supported by international research. That the two are inseparable aspects of one picture is beginning to become accepted at European policy level, as evident in recent high level EU policy documents. This article explores the reciprocal relationship between quality and professionalisation, drawing on the findings of the study on ‘competence requirements in early childhood education and care’ (CoRe), jointly conducted by the University of East London and the University of Gent, and funded by the European Commission. Based on a review of literature in several European languages and data from a 15‐country survey and seven in‐depth case studies, CoRe has identified systemic conditions for a professionalisation of the entire early childhood system, beyond the formal qualification levels of individual practitioners. The article argues for a critical and systemic reconceptualisation of professional practice in a competent system.

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Section: Polandmentioning

confidence: 99%

Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice

Urban¹,

Vandenbroeck²,

Laere³

et al. 2012

Euro J of Education

142

112

View full text Add to dashboard Cite

show abstract

“…It is likely to result in sterile processes that prevent, instead of encourage, invention and innovation. Creating new understandings and 'learning from success' (Rosenfeld, 1998), and cherishing unexpected outcomes and surprises becomes difficult if not impossible.…”

mentioning

confidence: 99%

Rethinking Professionalism in Early Childhood: Untested Feasibilities and Critical Ecologies

Urban

2010

Contemporary Issues in Early Childhood

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“…Listening to the life knowledge of clients regarding welfare services can help policy makers and practitioners to shape what Rosenfeld and Sykes (1998) call 'good enough services' -services that will develop dynamically within a context of partnership between practitioners and clients; but it is too seldom realised in practice. It is even less common to find definitions of terms like 'work' or 'time' radically re-examined through an understanding of the ways the poor perceive these notions.…”

Section: Discussionmentioning

confidence: 99%

Listening to ‘life knowledge’: a new research direction in poverty studies

Krumer-Nevo

2005

Int J Soc Welfare

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This article points to a current research direction in poverty studies, which explores the knowledge of people living in poverty. The article examines three studies from the USA, Europe and Israel which give voice to the ‘life knowledge’ of people living in poverty regarding different aspects of their lives. Through these examples, the article examines the potential contribution of ‘life knowledge’, possessed by people who are welfare‐reliant, to the body of knowledge concerning welfare policy. Knowledge of this sort challenges standard preconceptions about the ways in which people cope with hardship and about the ways in which assistance might be given. The article discusses the ways in which ‘life knowledge’ can be recognised as such and investigated, and how it might contribute to the formation of public policy.

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Toward 'good enough' services for inaptly served families and children: Barriers and opportunities

Cited by 30 publications

References 5 publications

Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice

Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice

Rethinking Professionalism in Early Childhood: Untested Feasibilities and Critical Ecologies

Listening to ‘life knowledge’: a new research direction in poverty studies

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