Compassionate Pedagogy: The Ethics of Care in Early Childhood Professionalism

Autor/in	Taggart, Geoff
Titel	Compassionate Pedagogy: The Ethics of Care in Early Childhood Professionalism
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 2, S.173-185 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.970847
Schlagwörter	Teaching Methods; Ethics; Early Childhood Education; Professional Education; Females; Child Care; Feminism; Professional Identity; Psychological Patterns; Childrens Rights; Moral Values; Attachment Behavior; Preschool Teachers; Child Caregivers + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Berufsausbildung; Weibliches Geschlecht; Kinderfürsorge; Kinderbetreuung; Feminismus; 'Children''s rights'; Kindesrecht; Moral value; Ethischer Wert; Attachment; Bindungsverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Caregiver; Caregivers; Carer; Child; Children
Abstract	This article builds upon an earlier attempt (Taggart 2011) to articulate a rationale for professional training in early childhood education and care (ECEC) which is "ethical" as opposed to one which is purely instrumental or rooted in a patriarchal notion of women's supposed unique suitability. The argument proposes that a feminist approach to ethics, as both socially critical and psychologically affective or flexible, has a particular relevance to professional identity in ECEC. In particular, compassion, as a concept which has both sociological and psychological connotations, foregrounds the ethical dimension of the work whilst overcoming false dichotomies between discourses of "children's rights" and "care". The implications for the training and professional identity of practitioners are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01