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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

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Developing professionalism within a regulatory framework in England: challenges and possibilitiesFootnote¹
1. This article is a further development of ideas first discussed in the chapter entitled ‘Developing New Professional Roles in the Early Years’, in Miller and Cable (Citation2008).

Linda Miller The Open University, Milton Keynes, UKCorrespondence[email protected]

Pages 255-268 | Published online: 18 Jul 2008

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https://doi.org/10.1080/13502930802141667

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Panagiota Nasiopoulou, Pia Williams, Sonja Sheridan & Kajsa Yang Hansen. (2019) Exploring preschool teachers’ professional profiles in Swedish preschool: a latent class analysis. Early Child Development and Care 189:8, pages 1306-1324.
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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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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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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.
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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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Jessie Jovanovic & Jennifer Fane. (2016) Learner engagement under the ‘regulatory gaze’: possibilities for re-positioning early childhood pre-service teachers as autonomous professionals. Early Years 36:2, pages 148-164.
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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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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.
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Mary Wild, Carolyn Silberfeld & Beverley Nightingale. (2015) More? Great? Childcare? A discourse analysis of two recent social policy documents relating to the care and education of young children in England. International Journal of Early Years Education 23:3, pages 230-244.
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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.
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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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Wendy Sims-Schouten & Helga Stittrich-Lyons. (2014) ‘Talking the Talk’: practical and academic self-concepts of early years practitioners in England. Journal of Vocational Education & Training 66:1, pages 39-55.
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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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Jim Hordern. (2013) A productive system of early years professional development. Early Years 33:2, pages 106-118.
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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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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.
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Jane Katherine Payler & Janet Georgeson. (2013) Personal action potency: early years practitioners participating in interprofessional practice in early years settings. International Journal of Early Years Education 21:1, pages 39-55.
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Rory McDowall Clark & Sue Baylis. (2012) ‘Wasted down there’: policy and practice with the under-threes. Early Years 32:2, pages 229-242.
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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.
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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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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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Nadia Edmond & Mark Price. (2009) Workforce re‐modelling and pastoral care in schools: a diversification of roles or a de‐professionalisation of functions?. Pastoral Care in Education 27:4, pages 301-311.
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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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Lazaro Blanco-Figueredo & Katerin Arias-Ortega. (2023) Competency-Based Training Versus Teacher Training in Professional Performance: A Debate in Educational Sciences Programs. Journal of Ethnic and Cultural Studies 10:3, pages 190-212.
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Nathan Archer. (2022) Uncovering the discursive ‘borders’ of professional identities in English early childhood workforce reform policy. Policy Futures in Education, pages 147821032211380.
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Wendy Boyd, Nicole Green & Jessie Jovanovic. 2021. Learning and Teaching in Early Childhood. Learning and Teaching in Early Childhood.

Anita Eriksson, Ann-Katrin Svensson & Dennis Beach. (2019) Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy. Educare:3, pages 87-112.
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Jennifer van Krieken Robson & Estelle Martin. (2019) How do early childhood education leaders navigate ethical dilemmas within the context of marketised provision in England?. Contemporary Issues in Early Childhood 20:1, pages 93-103.
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Nikki Fairchild. (2017) Segments and stutters: Early years teachers and becoming-professional. Contemporary Issues in Early Childhood 18:3, pages 294-307.
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Charlotte Ringsmose & Sigrid Brogaard-Clausen. 2017. Nordic Social Pedagogical Approach to Early Years. Nordic Social Pedagogical Approach to Early Years 73 92 .

Polly Bolshaw. 2016. Angewandte Kindheitswissenschaften – Applied Childhood Studies. Angewandte Kindheitswissenschaften – Applied Childhood Studies 107 132 .

Sigrid Brogaard Clausen. (2015) Schoolification or early years democracy? A cross-curricular perspective from Denmark and England. Contemporary Issues in Early Childhood 16:4, pages 355-373.
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Geraldine Davis. (2014) Graduate leaders in early childhood education and care settings, the practitioner perspective. Management in Education 28:4, pages 156-160.
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Victoria Bamsey. (2013) Defining professional. Early Years Educator 15:8, pages 24-26.
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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.
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Alice Bradbury. (2012) ‘I Feel Absolutely Incompetent’: Professionalism, Policy and Early Childhood Teachers. Contemporary Issues in Early Childhood 13:3, pages 175-186.
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Linda Miller, Carrie Cable & Gill Goodliff. 2012. Early Childhood Grows Up. Early Childhood Grows Up 37 53 .

Rebecca O'Connell. (2011) Paperwork, Rotas, Words and Posters: An Anthropological Account of Some Inner London Childminders' Encounters with Professionalisation. The Sociological Review 59:4, pages 779-802.
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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.
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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.
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Iris Duhn. (2010) ‘The Centre is My Business’: Neo-Liberal Politics, Privatisation and Discourses of Professionalism in New Zealand. Contemporary Issues in Early Childhood 11:1, pages 49-60.
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Rosalind Latiner Raby. (2009) Comparative and International Education: A Bibliography (2008). Comparative Education Review 53:S1, pages S1-S125.
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Developing professionalism within a regulatory framework in England: challenges and possibilitiesFootnote¹
1. This article is a further development of ideas first discussed in the chapter entitled ‘Developing New Professional Roles in the Early Years’, in Miller and Cable (Citation2008).

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Developing professionalism within a regulatory framework in England: challenges and possibilitiesFootnote11. This article is a further development of ideas first discussed in the chapter entitled ‘Developing New Professional Roles in the Early Years’, in Miller and Cable (Citation2008).

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Developing professionalism within a regulatory framework in England: challenges and possibilitiesFootnote¹
1. This article is a further development of ideas first discussed in the chapter entitled ‘Developing New Professional Roles in the Early Years’, in Miller and Cable (Citation2008).