The (In)Convenience of Care in Preschool Education: Examining Staff Views on Educare

Autor/inn/en	Van Laere, Katrien; Vandenbroeck, Michel
Titel	The (In)Convenience of Care in Preschool Education: Examining Staff Views on Educare
Quelle	In: Early Years: An International Journal of Research and Development, 38 (2018) 1, S.4-18 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1252727
Schlagwörter	Preschool Education; Preschool Teachers; Preschool Children; Teacher Attitudes; Focus Groups; Foreign Countries; School Aides; Preservice Teachers; Inservice Teacher Education; Child Care; Ethics; Belgium + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrerverhalten; Ausland; Schulbegleitende Hilfe; Lehrerfortbildung; Kinderfürsorge; Kinderbetreuung; Ethik; Belgien
Abstract	It is generally accepted that Early Childhood Education and Care should adopt a holistic view on education, in which education and care are inseparable concepts. Perspectives of staff members themselves are, however, often absent in these educare debates. We conducted six video-elicited focus groups with various preschool staff members (n = 69) in Flanders (Belgium), which is well known for its split system in which children between two and a half and four years old are confronted with the pivotal transition from an informal or formal caring environment (home or childcare service) to a formal learning environment (preschool). With Maurice Hamington's theory of embodied and performative care as a theoretical lens for this empirical study, we propose a new direction for pre- and in-service training, in which the use of emotions, embodied exchange and social responsibility has a central place. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01