Conceptualising the Professional Role in Early Childhood Centres: Emerging Profiles in Four European Countries.

Autor/in	Oberhuemer, Pamela
Titel	Conceptualising the Professional Role in Early Childhood Centres: Emerging Profiles in Four European Countries.
Quelle	(1999), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Caregiver Role; Child Caregivers; Day Care; Early Childhood Education; Foreign Countries; Preschool Teachers; Public Policy; Teacher Role; Teaching (Occupation); Denmark; Germany; Sweden; United Kingdom + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Tagespflege; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Öffentliche Ordnung; Lehrerrolle; Teaching; Lehrberuf; Dänemark; Deutschland; Schweden; Großbritannien
Abstract	This paper, presented in three parts, examines the role of the early childhood professional in Europe. Part 1 of the paper examines how various European countries broadly conceptualize the early childhood professional role. Four broad categories are described: (1) early childhood pedagogue; (2) preschool specialist; (3) teacher; and (4) social pedagogue. This section notes that teachers and preschool specialists, rooted in public education-based systems, are likely to perceive their work as child-oriented and education-based, whereas the early childhood and social pedagogues are likely to view their profession in a wider context. Part 2 of the paper pinpoints recent developments in early education and care policies in Germany, Denmark, Sweden, and the United Kingdom. This section notes that, in most cases, decentralization and local government reform have been taking place in the context of restrained public spending and a climate of raised expectations concerning accountability for outcomes. Part 3 outlines dimensions of an emerging role profile and considers some challenges and changes for the profession and for public perceptions of early years education and care. This new role profile includes the following dimensions: (1) conceptualizing and developing a program; (2) presenting and legitimating professional practice to lay audiences; (3) implementing cooperative forms of management; (4) developing participatory roles for parents; (5) developing strategies for involving fathers and parents from minority backgrounds; (6) linking educational activities with community network activities for families; (7) supporting parent self-help groups; (8) cooperating with other professional agencies; and (8) examining and experimenting with different approaches toward quality development and evaluation. (Contains 16 references.) (KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC