Citations (28)
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Read on this site (16)
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Minjung Lim, Jinhee Kim & Kyunghwa Lee. (2021) Subcontracted mothering: a discourse on professionalism in childcare in South Korea. European Early Childhood Education Research Journal 29:6, pages 895-909.
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Teresa K. Aslanian. (2020) Remove ‘care’ and stir: modernizing early childhood teacher education in Norway. Journal of Education Policy 35:4, pages 485-502.
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Karen Thorpe, Susan Irvine, Cassandra Pattinson & Sally Staton. (2020) Insider perspectives: the ‘tricky business’ of providing for children’s sleep and rest needs in the context of early childhood education and care. Early Years 40:2, pages 221-236.
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Andreas Bergh, Annica Löfdahl Hultman & Tomas Englund. (2019) Local enactment of the Swedish ‘advanced teacher reform’. Journal of Curriculum Studies 51:3, pages 326-341.
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Sandra Grant, Barbara Comber, Susan Danby, Maryanne Theobald & Karen Thorpe. (2018) The quality agenda: governance and regulation of preschool teachers’ work. Cambridge Journal of Education 48:4, pages 515-532.
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Emilie Moberg. (2018) Children, sub-headings and verbal discussions creating evaluations: acknowledging the productiveness of ambivalence. Pedagogy, Culture & Society 26:3, pages 363-379.
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Christine Massing. (2018) African, Muslim refugee student teachers’ perceptions of care practices in infant and toddler field placements. International Journal of Early Years Education 26:2, pages 186-200.
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Katrien Van Laere & Michel Vandenbroeck. (2018) The (in)convenience of care in preschool education: examining staff views on educare. Early Years 38:1, pages 4-18.
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Per-Olof Erixon & Inger Erixon Arreman. (2017) Extended Writing Demands – A Tool for ‘Academic Drift’ and the Professionalisation of Early Childhood Profession?. Education Inquiry 8:4, pages 337-357.
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Maria Hjalmarsson, Annica Löfdahl Hultman & Jo Warin. (2017) Gendered aspects of Leisure-time teachers’ care – social and physical dimensions. Education Inquiry 8:3, pages 232-245.
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Åsa Söderström & Annica Löfdahl Hultman. (2017) Preschool work against bullying and degrading treatment: experiences from an action learning project. Early Years 37:3, pages 300-312.
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Margaret Brennan. (2017) Reflect, ‘refract’ or reveal: sociocultural explorations of the place of teacher subjectivity in infant care. International Journal of Early Years Education 25:2, pages 156-170.
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Megan McKenzie. (2023) Care in Early Learning and Childcare Transitions. International Journal of Educational and Life Transitions 2:1, pages 21.
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Danielle Ekman Ladru & Katarina Gustafson. (2020) Children's collective embodiment—Mobility practices and materialities in mobile preschools. Population, Space and Place 26:3.
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Alison Warren. (2019) A Posthumanist Perspective on Caring in Early Childhood Teaching. New Zealand Journal of Educational Studies 54:2, pages 261-275.
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