The Changing Face of Professionalism in the Early Years

Miller, Linda; Cable, Carrie

doi:10.4135/9781446288795.n1

Cited by 11 publications

(15 citation statements)

References 8 publications

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“…Molineux (2011) urged occupational therapists to ensure that services, professional activity and judgements were based on the profession’s unique philosophy; where this was not the case it was seen that professional decisions may be made based on a feel-good factor, a desire for status or to conform to the agenda of others (Ashby et al., 2013; Whitcombe, 2013; Wilding and Whiteford, 2008). This links with the proposal by Miller and Cable (2011) that the profession’s self-perception is influenced by interactions with colleagues and with the wider work context.…”

Section: Discussionsupporting

confidence: 80%

“…It is possible that occupational therapists could take advantage of their predominantly female gender as a concern with connectedness with others could benefit them. In line with the theory of Miller and Cable (2011), the literature suggests that it is possible that the profession’s identity can be reshaped. As proposed by Davis (2006), the occupational therapy profession has the potential to reap the benefits of becoming joined as a community of practice through a shared belief in the powers of occupation.…”

Section: Discussionmentioning

confidence: 93%

“…Professional identity could be described as a collective or social identity where attributes are shared with ‘in’ group members and are distinct from ‘out’ group members (Brewer and Gardner, 1996) and comprises sets of beliefs, attitudes and understanding about specific roles within the context of work. Professional identity is concerned not only with how individuals perceive themselves, but also with how they are perceived by others and will inevitably be influenced by interactions with work-based colleagues (Miller and Cable, 2011). However, it is not only the social context of work that influences occupational therapists’ professional identity but also, Mackey (2007) argues, wider issues of class, race and gender.…”

Section: Introductionmentioning

confidence: 99%

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A debate on the professional identity of occupational therapists

Turner

Knight

2015

British Journal of Occupational Therapy

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Introduction: The issue of occupational therapy's professional identity has been debated for many years and continues today. Lack of clarity has resulted in occupational therapists' perceptions of holding a low status and of colleague and public misunderstanding. Method: A range of international literature was reviewed. Inductive analysis elicited two major themes-reasons for issues with identity and the consequences of issues with identity. The development of communities of practice is discussed. Results: The analysis of the causes and consequences of issues with professional identity was used to suggest how the profession might become a mature community of practice. Lack of deep knowledge of the profession's unique beliefs was shown to cause inconsistent messages about its identity. Consequently, practitioners believed they were undervalued. Understanding, owning and reinforcing an occupational paradigm were seen as vital elements for creating professional communities of practice. Conclusion: To function as a community of practice requires occupational therapists to use a range of strategies that reinforce their unique occupation-based practice. Where all members commit to a single set of values and beliefs this can afford a unique identity, reinforced by the ability to demonstrate and articulate this through a clear, single message.

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Section: Discussionsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

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A debate on the professional identity of occupational therapists

Turner

Knight

2015

British Journal of Occupational Therapy

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“…Early childhood education is critical, yet pre-primary teachers are often thought of as babysitters, not professionals. However, the last decade has seen unprecedented international interest in ideas and concepts of professionalism in ECE (Harwood & Tukonic, 2015;Miller & Cable, 2011). A growing number of national frameworks and regulatory practices have emerged, as well spaces for educators to engage in discourse about their practice and sense of professionalism (Miller, & Cable 2011).…”

Section: Professionalization Of Early Childhood Teachingmentioning

confidence: 99%

The Early Childhood Educator: A Career of choice beyond the 21st century in Africa

Chepsiror

2020

aulad

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Sustainable Development Goal 8 calls for full, freely chosen and productive employment and decent work for all. However, Evidence from statistics shows that employment opportunities have continued to diminish world over and that the shortage of jobs is expected to continue in the near future. Africa bears the brunt for this unemployment situation. The good news however, is that early childhood education in Africa is growing in leaps and bounce and is expected to continue growing as awareness around it intensifies. By making a critical analysis of pertinent literature, this paper sought to establish evidence to the fact that development in the early childhood education might be the magic bullet for the unemployment menace in Africa. It was expected to inspire policy makers to step-up investment in early childhood education and mark it as a career of choice for the 21st century and beyond.

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“…And do not early years educators do those things too? (Nutbrown, 2013, 7) Indeed, the whole notion of professionalism and professional identity is fraught with pitfalls for those attempting to grasp its essence (Urban 2008;Cable and Miller 2010;Miller, Dalli and Urban 2012). This difficulty is reflected in the language of professional roles within the workforce (Adams 2008) -teacher, nursemaid, nanny, nursery nurse, nursery worker, practitioner, early years professional, and now early years educator and early years teacher.…”

Section: Professional Roles In the Early Years Workforce: The Long VImentioning

confidence: 99%

Maternalist discourse in nursery nurse training at Wellgarth Nursery Training School from 1911 to 1939: current dilemmas of class and status in historical context

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2017

Gender and Education

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This article explores current dilemmas of status surrounding professional roles for the early years workforce through research into training for nursery nurses at Wellgarth Nursery Training School, London, from 1911 to 1939. It interrogates the issues through the lens of vocational habitus and feminine and emotional capital and draws comparison with contemporary training for Froebel teachers. The data identify maternalist discourse as a common factor in training for Wellgarth and Froebel students, with consequences for a gendered workforce. The research demonstrates that class was the key factor in the ability to pursue a career in nursery nursing or teaching, and shaped unique professional identities. The historical perspective sets current European and English policy on early years professional roles, and the plethora of recent literature on differentiated constructions of professionalism, which problematises conceptions of professional roles as caring or teaching, within a history dating back over one hundred years.

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The Changing Face of Professionalism in the Early Years

Cited by 11 publications

References 8 publications

A debate on the professional identity of occupational therapists

A debate on the professional identity of occupational therapists

The Early Childhood Educator: A Career of choice beyond the 21st century in Africa

Maternalist discourse in nursery nurse training at Wellgarth Nursery Training School from 1911 to 1939: current dilemmas of class and status in historical context

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