Early Childhood Grows Up: Towards a Critical Ecology of the Profession

Dalli, Carmen; Miller, Linda; Urban, Mathias

doi:10.1007/978-94-007-2718-2_1

Cited by 44 publications

(29 citation statements)

References 14 publications

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“…According to our findings, on the context level, the teachers found the appreciation of childhood in general to be positive in Finnish society, and they considered the new steering documents as supportive of teachers' pedagogical work. Dalli, Miller and Urban (2012) have stated that ECEC is 'growing up', and the valuation of ECEC is increasing in many countries. However, the present results show that a small number of teachers still considers the status of ECEC work to be low.…”

Section: Discussionmentioning

confidence: 99%

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Researching Finnish Early Childhood Teachers’ Pedagogical Work Using Layder's Research Map

Ukkonen-Mikkola

Fonsén

2018

Australasian Journal of Early Childhood

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This study examines the experiences of early childhood teachers in their everyday pedagogical work. The data for this qualitative study consists of the diaries of early childhood teachers. Layder's (1993) research map has been used to structure the theoretical background and provide an analytical frame to categorise the data. The results show that early childhood teachers' work is complex and demanding, but they did encounter successes in their work. Certain common themes were identified on the levels of Layder's research map. These themes, which were experienced both as successes and challenges, included laws and steering documents, values and attitudes, pedagogical principles and solutions, leadership, collaborative structures, interaction, professional self-conception and skills. The challenges in the teachers' work were caused by differing professional values, a lack of discussion, and inoperative organisational structures and practices, among others.

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Section: Discussionmentioning

confidence: 99%

“…In the national policies of many countries, ECEC has been a topic of increasing interest, and many regulatory and pedagogical reforms have been undertaken to develop ECEC practices (Miller & Cable, 2008). These tendencies can be recognised, for example, in Australia, the United Kingdom, New Zealand and Sweden (Dalli, Miller & Urban, 2012).…”

Section: Introductionmentioning

confidence: 99%

Researching Finnish Early Childhood Teachers’ Pedagogical Work Using Layder's Research Map

Ukkonen-Mikkola

Fonsén

2018

Australasian Journal of Early Childhood

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“…This expansion of the roles to include how EC teachers are professionally understood and positioned in terms of quality outcomes for children and the nation, shifts from that of maternalism and child-minding to that of professional frameworks that are tied to reporting structures, training, pedagogy and outcomes for children (Millei & Jones, 2014). Paradoxically, despite the disempowering effect of earlier links to mothering and child-minding, care and concern should be considered as key traits for the early childhood professional (Dalli, Miller, & Urban, 2012).…”

Section: Professional Statusmentioning

confidence: 99%

Early Childhood Teachers’ Perception of the Professional Self and In Relation to the Early Childhood Communities

Chong¹,

Lu²

2019

AJTE

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Early childhood teachers face many challenges as they interact with children, their parents, fellow teachers and the early childhood community. The responsibility to meet the needs of a diverse group of people is critical to the teacher's development as a professional. This paper discusses the quantitative findings of a survey that examined the perceptions of the professional self of early childhood teachers. The population sample comprised of 88 early childhood teachers in a part-time undergraduate early childhood education programme with at least 2 years of teaching experience. Factor analysis was applied to identify and explore six factors of early childhood teachers' sense of professional self. The study found that participants rated themselves significantly lower in the latent variable of Professional Self with EC Communities and that the more experienced early childhood teachers rated themselves significantly higher.

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“…A relevant question then is how does this apply in the case of kindergarten teacher education. Dalli et al (2012) accentuate the fact that a new conceptualization of professionalism is required to reflect the complex realities of professional practice in kindergarten. They suggest that the ecological model of Bronfenbrenner would be helpful in explaining this conceptualization, but extend the perspective to…a critical ecology of the early childhood profession (p. 7).…”

Section: Theoretical Approachmentioning

confidence: 99%

Consequences of staff composition in Norwegian kindergarten

Steinnes

Haug

2013

nbf

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The main question in this study is related to how the composition and formal competence of staff can affect the division of labor in Norwegian kindergarten. The article discusses the distribution of activities between kindergarten teachers and assistants, and what characterizes the two groups' responsibilities at work. The study is based on a survey representing kindergartens from all over Norway, and is part of a national research project 1. Division of labor is weak. The findings are discussed using a frame factor theoretical approach (Dahllöf 1967, Lundgren 1981). It is argued that several factors affect how staff utilize the scope of action in kindergarten.

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Early Childhood Grows Up: Towards a Critical Ecology of the Profession

Cited by 44 publications

References 14 publications

Researching Finnish Early Childhood Teachers’ Pedagogical Work Using Layder's Research Map

Researching Finnish Early Childhood Teachers’ Pedagogical Work Using Layder's Research Map

Early Childhood Teachers’ Perception of the Professional Self and In Relation to the Early Childhood Communities

Consequences of staff composition in Norwegian kindergarten

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