Who Works with Young Children? Concepts and Issues of Staffing and Professionalization in European Countries.

Autor/in	Oberhuemer, Pamela
Titel	Who Works with Young Children? Concepts and Issues of Staffing and Professionalization in European Countries.
Quelle	(1995), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	After School Programs; Child Care Occupations; Child Caregivers; Cross Cultural Studies; Day Care; Early Childhood Education; Foreign Countries; Infant Care; Nonformal Education; Professional Training; Teacher Education; Training Methods; Training Objectives + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Cultural comparison; Kulturvergleich; Tagespflege; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Säuglingspflege; Non-formal education; Non formal education; Nichtformale Bildung; Berufliche Fachbildung; Berufliche Fortbildung; Lehrerausbildung; Lehrerbildung; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	This is the preliminary report of a project collating information from 15 European Union countries on professionals serving infants through 14-year-olds in nonformal educational settings. Findings include: (1) There is a great range of variation in the training of individuals working in non-traditional education and child care; this ranges from university trained practitioners to workers who may or may not have completed a 200 hour optional training program; (2) similarly, in some countries, there is a rigid training division which suggests that those working with very young children have access to less training than those working with children 4 or older; (3) in several countries, there is a move towards unifying the training system for those working with all age groups; but the inclusion of training for those working with preschool students lags behind these efforts; and (4) work tasks and professional roles differ widely for those working with various age groups. Three areas requiring further cross-national research are: (1) the goals and aims of training for child care professionals; (2) ways to widen the range of employment opportunities for educators; and (3) ways to redefine the relationship between parents and educators and child care professionals. (JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC