An Ecological Perspective on Early Years Workforce Competences in Italian ECEC Settings

Autor/inn/en	Migliorini, Laura; Rania, Nadia; Tassara, Tatiana
Titel	An Ecological Perspective on Early Years Workforce Competences in Italian ECEC Settings
Quelle	In: Early Years: An International Journal of Research and Development, 36 (2016) 2, S.165-178 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2015.1115389
Schlagwörter	Child Caregivers; Professional Development; Parent Teacher Cooperation; Caregiver Attitudes; Interpersonal Competence; Foreign Countries; Emotional Disturbances; Role; Preschool Teachers; Early Childhood Education; Teacher Attitudes; Italy + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kompetenz; Ausland; Gefühlsstörung; Rollen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Italien
Abstract	Based on an ecological perspective on competence, this study analyzed the attitudes, skills, and knowledge of practitioners in educational services for 0-6-years-old children in Italy, examining competence profiles in the Early Childhood Education and Care (ECEC) workforce. Our study considered three areas of competence, which previously have received less attention: relationships with children, relationships with families, and relationships within working groups or teams. Participants were 136 practitioners working in Italian ECEC services. Practitioners reported a greater need to acquire social skills for their relationships with children and families, especially in cases of psychosocial distress. They also reported the difficulty of development planning within their professional role. The article concludes with a discussion of the attitudes, skills, and knowledge required for professional development planning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01