Advanced search
Publication Cover
European Early Childhood Education Research Journal Volume 16, 2008 - Issue 2: PROFESSIONALISM IN EARLY CHILDHOOD EDUCATION AND CARE; Guest Editors: CARMEN DALLI AND MATHIAS URBAN
Submit an article Journal homepage
5,146
Views
45
CrossRef citations to date
0
Altmetric
Original Articles

Nannies, nursery nurses and early years professionals: constructions of professional identity in the early years workforce in England

Gill McGillivray Newman University College, Birmingham, UKCorrespondence[email protected]
Pages 242-254 | Published online: 18 Jul 2008

Citations (45)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (29)

Tracey Joyce, Megan McKenzie, Angela Lindsay & Derya Asi. (2023) ‘Don't call it a workforce, call it a profession!’: Perceptions of Scottish early years professionals on their roles from past to future. Education 3-13 0:0, pages 1-14.
Read now
Claire Dickerson & Lyn Trodd. (2022) Gaining professional recognition: exploring professionality and professional identity of early years practitioners in higher education. Teaching in Higher Education 27:3, pages 319-336.
Read now
Sandra Lyndon. (2022) Early years practitioners’ personal and professional narratives of poverty. International Journal of Early Years Education 30:2, pages 235-248.
Read now
Alaster Scott Douglas. (2020) Contradictions in Children’s Centre service provision: the art of the possible in multi-professional work. International Journal of Early Years Education 28:4, pages 319-335.
Read now
Jamie Huff Sisson, Tricia Giovacco-Johnson, Pauline Harris, Jodie Stribling & Jane Webb-Williams. (2020) Collaborative professional identities and continuity of practice: a narrative inquiry of preschool and primary teachers. Early Years 40:3, pages 319-334.
Read now
Jo Basford. (2019) Being a graduate professional in the field of Early Childhood Education and Care: silence, submission and subversion. Education 3-13 47:7, pages 862-875.
Read now
Jo Basford. (2019) The early years foundation stage: whose knowledge, whose values?. Education 3-13 47:7, pages 779-783.
Read now
Lyn Trodd & Claire Dickerson. (2019) ‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners. Professional Development in Education 45:3, pages 356-371.
Read now
Jane Read. (2019) Maternalist discourse in nursery nurse training at Wellgarth Nursery Training School from 1911 to 1939: current dilemmas of class and status in historical context. Gender and Education 31:2, pages 171-188.
Read now
Marcela Pardo & María-José Opazo. (2019) Resisting schoolification from the classroom. Exploring the professional identity of early childhood teachers in Chile / Resistiendo la escolarización desde el aula. Explorando la identidad profesional de las docentes de primera infancia en Chile. Culture and Education 31:1, pages 67-92.
Read now
Ute Ward. (2018) How do early childhood practitioners define professionalism in their interactions with parents?. European Early Childhood Education Research Journal 26:2, pages 274-284.
Read now
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.
Read now
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.
Read now
Mary Wingrave & Margery McMahon. (2016) Professionalisation through academicisation: valuing and developing the early years sector in Scotland. Professional Development in Education 42:5, pages 710-731.
Read now
Jennifer Skattebol, Elizabeth Adamson & Christine Woodrow. (2016) Revisioning professionalism from the periphery. Early Years 36:2, pages 116-131.
Read now
Laura Migliorini, Nadia Rania & Tatiana Tassara. (2016) An ecological perspective on early years workforce competences in Italian ECEC settings. Early Years 36:2, pages 165-178.
Read now
Verity Campbell-Barr, Janet Georgeson & Anikó Nagy Varga. (2015) Developing Professional Early Childhood Educators in England and Hungary: Where Has All the Love Gone?. European Education 47:4, pages 311-330.
Read now
Sarah Lightfoot & David Frost. (2015) The professional identity of early years educators in England: implications for a transformative approach to continuing professional development. Professional Development in Education 41:2, pages 401-418.
Read now
Ivana Banković. (2014) Early childhood professionalism in Serbia: current issues and developments. International Journal of Early Years Education 22:3, pages 251-262.
Read now
Josephine Bleach. (2014) Developing professionalism through reflective practice and ongoing professional development. European Early Childhood Education Research Journal 22:2, pages 185-197.
Read now
Janet Murray. (2013) Becoming an early years professional: developing a new professional identity. European Early Childhood Education Research Journal 21:4, pages 527-540.
Read now
Diane Preston. (2013) Being a manager in the English early years sector. European Early Childhood Education Research Journal 21:3, pages 326-338.
Read now
Josephine Bleach. (2013) Using action research to support quality early years practice. European Early Childhood Education Research Journal 21:3, pages 370-379.
Read now
Guy Roberts-Holmes. (2013) The English Early Years Professional Status (EYPS) and the ‘split’ Early Childhood Education and Care (ECEC) system. European Early Childhood Education Research Journal 21:3, pages 339-352.
Read now
Jim Hordern. (2013) A productive system of early years professional development. Early Years 33:2, pages 106-118.
Read now
Jane K. Payler & Rachel Locke. (2013) Disrupting communities of practice? How ‘reluctant’ practitioners view early years workforce reform in England. European Early Childhood Education Research Journal 21:1, pages 125-137.
Read now
Rory McDowall Clark & Sue Baylis. (2012) ‘Wasted down there’: policy and practice with the under-threes. Early Years 32:2, pages 229-242.
Read now
Caroline Leeson, Verity Campbell-Barr & Dora Ho. (2012) Leading for quality improvement: a comparative research agenda in early childhood education in England and Hong Kong. International Journal of Leadership in Education 15:2, pages 221-236.
Read now
Donald Simpson. (2010) Being professional? Conceptualising early years professionalism in England. European Early Childhood Education Research Journal 18:1, pages 5-14.
Read now

Articles from other publishers (16)

Geraldine Mooney Simmie & Dawn Murphy. (2021) Professionalisation of early childhood education and care practitioners: Working conditions in Ireland. Contemporary Issues in Early Childhood 24:3, pages 239-253.
Crossref
Yi Li, Xiaoli Deng, Shan Liao, Xiaoli Liang, Hongyan Wang, Hua Fang, Zhen Ai, Pei Chen & Xiangeng Zhang. (2022) Accessibility of Urban Nonprofit Public Nursery Services Based on Big Data. Computational Intelligence and Neuroscience 2022, pages 1-9.
Crossref
Karen Boardman. (2021) Why do early years educators engage with phonics policy directives in their work with under-threes in England?. Policy Futures in Education 20:1, pages 1-18.
Crossref
Verity Campbell-Barr. 2021. Young Children in the World and Their Rights. Young Children in the World and Their Rights 221 233 .
Mette Strange Noesgaard. (2017) How Home Health Caregivers’ Perceive the Influence of Professionalism on Their Experienced Work Engagement. Journal of Career Development 45:4, pages 378-392.
Crossref
Sanja Tatalović Vorkapić, Lidija Vujičić & Renata Čepić. 2016. Professional Development and Workplace Learning. Professional Development and Workplace Learning 1914 1942 .
Polly Bolshaw. 2016. Angewandte Kindheitswissenschaften – Applied Childhood Studies. Angewandte Kindheitswissenschaften – Applied Childhood Studies 107 132 .
Geraldine Davis. (2014) Graduate leaders in early childhood education and care settings, the practitioner perspective. Management in Education 28:4, pages 156-160.
Crossref
Verity Campbell-Barr. (2014) Constructions of Early Childhood Education and Care Provision: Negotiating Discourses. Contemporary Issues in Early Childhood 15:1, pages 5-17.
Crossref
Sanja Tatalović Vorkapić, Lidija Vujičić & Renata Čepić. 2014. Cases on Teacher Identity, Diversity, and Cognition in Higher Education. Cases on Teacher Identity, Diversity, and Cognition in Higher Education 22 60 .
Joy Chalke. (2013) Will the Early Years Professional Please Stand Up? Professionalism in the Early Childhood Workforce in England. Contemporary Issues in Early Childhood 14:3, pages 212-222.
Crossref
Kay Cook, Elise Davis, Lara Williamson, Linda J. Harrison & Margaret Sims. (2013) Discourses of Professionalism in Family Day Care. Contemporary Issues in Early Childhood 14:2, pages 112-126.
Crossref
Michael Lyons. (2011) The Professionalization of Children’s Services in Australia. Journal of Sociology 48:2, pages 115-131.
Crossref
Donald Simpson. (2010) Becoming professional? Exploring Early Years Professional Status and its implications for workforce reform in England. Journal of Early Childhood Research 8:3, pages 269-281.
Crossref
Eva Lloyd & Elaine Hallet. (2010) Professionalising the Early Childhood Workforce in England: Work in Progress or Missed Opportunity?. Contemporary Issues in Early Childhood 11:1, pages 75-88.
Crossref
Rosalind Latiner Raby. (2009) Comparative and International Education: A Bibliography (2008). Comparative Education Review 53:S1, pages S1-S125.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.