Citations (101)
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Sue Smedley & Kate Hoskins. (2022) Exploring the role of Froebelian theory in constructing early years practitioners’ sense of professionalism. Early Years 42:2, pages 217-231.
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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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Hilde Hjertager Lund. (2021) ‘We are equal, but I am the leader’: leadership enactment in early childhood education in Norway. International Journal of Leadership in Education 0:0, pages 1-26.
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Sue Smedley & Kate Hoskins. (2020) Finding a place for Froebel's theories: early years practitioners’ understanding and enactment of learning through play. Early Child Development and Care 190:8, pages 1202-1214.
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Maiju Paananen. (2020) Fluctuating child–staff ratio: governing by numbers in finnish early childhood education. International Studies in Sociology of Education 29:1-2, pages 158-176.
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Karen Boardman. (2020) Early Years Teachers as leaders of change through reflexivity praxis?. Early Child Development and Care 190:3, pages 322-332.
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Martin van Rooijen & Gaby Jacobs. (2019) A professionalisation programme towards children’s risk-taking in play in childcare contexts: moral friction on developing attitudes and collegial expectations. European Early Childhood Education Research Journal 27:6, pages 741-756.
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Jo Traunter. (2019) Reconceptualising early years teacher training: policy, professionalism and integrity. Education 3-13 47:7, pages 831-841.
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Johanna Einarsdottir & Arna H. Jónsdóttir. (2019) Parent-preschool partnership: many levels of power. Early Years 39:2, pages 175-189.
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Anton Havnes. (2018) ECEC Professionalization – challenges of developing professional standards. European Early Childhood Education Research Journal 26:5, pages 657-673.
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Lukmanul Hakim & Carmen Dalli. (2018) ‘To be professional is a never-ending journey’: Indonesian early childhood practitioners’ views about the attitudes and behaviours of a professional teacher. Early Years 38:3, pages 244-257.
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Brenda Dunn, Catriona McDonald & Dorothy Johnson. (2018) Evidence of quality professional development: a study in childhood practice. Professional Development in Education 44:3, pages 397-411.
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Mary A. Dyer. (2018) Being a professional or practising professionally. European Early Childhood Education Research Journal 26:3, pages 347-361.
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Elizabeth Rouse & Fay Hadley. (2018) Where did love and care get lost? Educators and parents’ perceptions of early childhood practice. International Journal of Early Years Education 26:2, pages 159-172.
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Verity Campbell-Barr. (2018) The silencing of the knowledge-base in early childhood education and care professionalism. International Journal of Early Years Education 26:1, pages 75-89.
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Kaye Colmer. (2017) Collaborative professional learning: contributing to the growth of leadership, professional identity and professionalism. European Early Childhood Education Research Journal 25:3, pages 436-449.
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Bronwen J. Cohen & Marta Korintus. (2017) Making connections: reflections on over three decades of EU initiatives in Early Childhood Education and Care (ECEC). Early Years 37:2, pages 235-249.
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Sue Smedley & Kate Hoskins. (2017) Learning to be Froebelian: student teachers’ life histories 1952–1965. European Early Childhood Education Research Journal 25:1, pages 36-54.
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Margaret Sims & Lavinia Tausere Tiko. (2016) We’re going on a bear hunt: Reconciling neoliberalism and postcolonialism in Pacific early childhood. Cogent Education 3:1.
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Jim Hordern. (2016) Knowledge, practice, and the shaping of early childhood professionalism. European Early Childhood Education Research Journal 24:4, pages 508-520.
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Jim Hordern. (2016) On the making and faking of knowledge value in higher education curricula. Teaching in Higher Education 21:4, pages 367-380.
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Tiina Peterson, Marika Veisson, Eeva Hujala, Ulla Härkönen, Anette Sandberg, Inge Johansson & Eva Kovacsne Bakosi. (2016) Professionalism of preschool teachers in Estonia, Finland, Sweden and Hungary. European Early Childhood Education Research Journal 24:1, pages 136-156.
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Paola Molina, Monica Marotta & Daniela Bulgarelli. (2016)
Observation-projet: a professional tool for caregivers. Two experiences in Italian day-care settings. European Early Childhood Education Research Journal 24:1, pages 86-102.
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Maire Tuul, Rain Mikser, Evelyn Neudorf & Aino Ugaste. (2015) Estonian preschool teachers' aspirations for curricular autonomy – the gap between an ideal and professional practice. Early Child Development and Care 185:11-12, pages 1845-1861.
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Aino Ugaste & Anneli Niikko. (2015) Identifying the problems that Finnish and Estonian teachers encounter in preschool. European Early Childhood Education Research Journal 23:4, pages 423-433.
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Arna H. Jónsdóttir. (2015) University–preschool partnership and workplace-based learning: a collaborative ‘third space’ or no space at all?. Early Years 35:2, pages 184-196.
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Kaye Colmer, Manjula Waniganayake & Laurie Field. (2015) Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning. Professional Development in Education 41:2, pages 203-221.
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Ivana Banković. (2014) Early childhood professionalism in Serbia: current issues and developments. International Journal of Early Years Education 22:3, pages 251-262.
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Arna H. Jónsdóttir & Marianne Coleman. (2014) Professional role and identity of Icelandic preschool teachers: effects of stakeholders’ views. Early Years 34:3, pages 210-225.
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Jen Skattebol & Leonie Maree Arthur. (2014) Collaborative practitioner research: opening a third space for local knowledge production. Asia Pacific Journal of Education 34:3, pages 351-365.
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Katrien Van Laere, Michel Vandenbroeck, Griet Roets & Jan Peeters. (2014) Challenging the feminisation of the workforce: rethinking the mind–body dualism in Early Childhood Education and Care. Gender and Education 26:3, pages 232-245.
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Demet Gören Niron. (2013) An integrated system of early childhood education and care governance in Turkey: views of policy-makers, practitioners, and academics. Early Years 33:4, pages 367-379.
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Diane Preston. (2013) Being a manager in the English early years sector. European Early Childhood Education Research Journal 21:3, pages 326-338.
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Janet Murray & Rory McDowall Clark. (2013) Reframing leadership as a participative pedagogy: the working theories of early years professionals. Early Years 33:3, pages 289-301.
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Jan Peeters. (2013) Can research realise a bit of utopia? The impact of action research on the policy of childcare in Flanders. Early Years 33:3, pages 318-330.
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Kalliope Vrinioti. (2013) Professionalisation in early childhood education: a comparative view of emerging professional profiles in Germany (Bremen) and Greece. European Early Childhood Education Research Journal 21:1, pages 150-163.
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Debra Harwood, Audrey Klopper, Ajike Osanyin & Mary-Louise Vanderlee. (2013) ‘It’s more than care’: early childhood educators’ concepts of professionalism. Early Years 33:1, pages 4-17.
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Arianna Lazzari. (2012) Reconceptualising professionalism in early childhood education: insights from a study carried out in Bologna. Early Years 32:3, pages 252-265.
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Yael Dayan & Margalit Ziv. (2012) Children's perspective research in pre-service early childhood student education. International Journal of Early Years Education 20:3, pages 280-289.
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Dorothy
J. McMillan, Glenda Walsh, Colette Gray, Karen Hanna, Sheelagh Carville & Owen McCracken. (2012) Changing mindsets: the benefits of implementing a professional development model in early childhood settings in Ireland. Professional Development in Education 38:3, pages 395-410.
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Florence Pirard & Jean-Marie Barbier. (2012) Accompaniment and quality in childcare services: the emergence of a culture of professionalization. Early Years 32:2, pages 171-182.
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Johanna Heikka & Manjula Waniganayake. (2011) Pedagogical leadership from a distributed perspective within the context of early childhood education. International Journal of Leadership in Education 14:4, pages 499-512.
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Carol Vincent & Annette Braun. (2011) ‘I think a lot of it is common sense. …’ Early years students, professionalism and the development of a ‘vocational habitus’. Journal of Education Policy 26:6, pages 771-785.
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Florence Pirard. (2011) From the curriculum framework to its dissemination: the accompaniment of educational practices in care facilities for children under three years. European Early Childhood Education Research Journal 19:2, pages 255-268.
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Eeva‐Leena Onnismaa & Marjatta Kalliala. (2010) Finnish ECEC policy: interpretations, implementations and implications. Early Years 30:3, pages 267-277.
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Maarit Alasuutari. (2010) Striving at partnership: parent–practitioner relationships in Finnish early educators' talk. European Early Childhood Education Research Journal 18:2, pages 149-161.
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Jorma Virtanen. (2010) From learning to teaching? Reconsidering Elisabeth Alander’s educational policy and pedagogical practice. European Early Childhood Education Research Journal 18:1, pages 29-39.
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Donald Simpson. (2010) Being professional? Conceptualising early years professionalism in England. European Early Childhood Education Research Journal 18:1, pages 5-14.
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Jayne Osgood. (2009) Childcare workforce reform in England and ‘the early years professional’: a critical discourse analysis. Journal of Education Policy 24:6, pages 733-751.
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DorothyJ. McMillan. (2009) Preparing for educare: student perspectives on early years training in Northern Ireland. International Journal of Early Years Education 17:3, pages 219-235.
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Hans Rudolf Leu & Regine Schelle. (2009) Between education and care? Critical reflections on early childhood policies in Germany. Early Years 29:1, pages 5-18.
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Linda Miller. (2008) Developing professionalism within a regulatory framework in England: challenges and possibilities
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Gill McGillivray. (2008) Nannies, nursery nurses and early years professionals: constructions of professional identity in the early years workforce in England. European Early Childhood Education Research Journal 16:2, pages 242-254.
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Kirsti Karila. (2008) A Finnish viewpoint on professionalism in early childhood education. European Early Childhood Education Research Journal 16:2, pages 210-223.
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Yael Dayan. (2008) Towards professionalism in early childhood practicum supervision – a personal journey. European Early Childhood Education Research Journal 16:2, pages 153-170.
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Mathias Urban. (2008) Dealing with uncertainty: challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal 16:2, pages 135-152.
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