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European Early Childhood Education Research Journal Volume 18, 2010 - Issue 1
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Articles

Being professional? Conceptualising early years professionalism in England

Donald Simpson School of Social Sciences and Law, University of Teesside, Middlesbrough, UKCorrespondence[email protected]
Pages 5-14 | Published online: 15 Mar 2010

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Read on this site (24)

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.
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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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Anne Keary, Robyn Babaeff, Sharryn Clarke & Kathryn Garnier. (2020) Sedimented professional identities: early childhood education pre-service teachers. Teachers and Teaching 26:3-4, pages 264-279.
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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.
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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.
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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.
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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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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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Hilary Monk & Sivanes Phillipson. (2017) Early childhood educators’ experiences and perceptions of professionalism and professionalisation in the Asian context. Asia-Pacific Journal of Teacher Education 45:1, pages 3-22.
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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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Ian Barron. (2016) Flight turbulence: the stormy professional trajectory of trainee early years’ teachers in England. International Journal of Early Years Education 24:3, pages 325-341.
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Håkan Löfgren. (2016) A noisy silence about care: Swedish preschool teachers’ talk about documentation. Early Years 36:1, pages 4-16.
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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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Maria Hjalmarsson & Annica Löfdahl Hultman. (2015) Confirming and resisting an underdog position – leisure-time teachers dealing with a new practice. European Early Childhood Education Research Journal 23:4, pages 434-443.
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Margaret Sims, Rhonda Forrest, Anthony Semann & Colin Slattery. (2015) Conceptions of early childhood leadership: driving new professionalism?. International Journal of Leadership in Education 18:2, pages 149-166.
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Joce Nuttall, Louise Thomas & Elizabeth Wood. (2014) Travelling policy reforms reconfiguring the work of early childhood educators in Australia. Globalisation, Societies and Education 12:3, pages 358-372.
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Alice Bradbury. (2014) Early childhood assessment: observation, teacher ‘knowledge’ and the production of attainment data in early years settings. Comparative Education 50:3, pages 322-339.
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Josephine Bleach. (2014) Developing professionalism through reflective practice and ongoing professional development. European Early Childhood Education Research Journal 22:2, pages 185-197.
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Anne Lillvist, Anette Sandberg, Sonja Sheridan & Pia Williams. (2014) Preschool teacher competence viewed from the perspective of students in early childhood teacher education. Journal of Education for Teaching 40:1, pages 3-19.
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Janet Murray. (2013) Becoming an early years professional: developing a new professional identity. European Early Childhood Education Research Journal 21:4, pages 527-540.
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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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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.
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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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Articles from other publishers (8)

Nathan Archer. (2021) ‘I have this subversive curriculum underneath’: Narratives of micro resistance in early childhood education. Journal of Early Childhood Research 20:3, pages 431-445.
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Francisco Javier Zarza-Alzugaray, Desirée García Gil, Oscar Casanova & Santos Orejudo. (2021) A scale to measure educators’ musical skills in early childhood education. Studies in Educational Evaluation 71, pages 101085.
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Margaret Sims & Karl Brettig. (2018) Early childhood education and early childhood development: Do the differences matter?. Power and Education 10:3, pages 275-287.
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Zeta Brown, Tracey Edwards & Helen Perkins. (2017) The placement journey: Do year one placement modules support Childhood Studies students’ professional development?. Journal of Adult and Continuing Education 23:2, pages 162-177.
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Håkan Löfgren. (2015) Learning in preschool: Teachers’ talk about their work with documentation in Swedish preschools. Journal of Early Childhood Research 15:2, pages 130-143.
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Annica Löfdahl. (2014) Teacher-Parent Relations and Professional strategies: A Case Study on Documentation and Talk about Documentation in a Swedish Preschool. Australasian Journal of Early Childhood 39:3, pages 103-110.
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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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Michael Lyons. (2011) The Professionalization of Children’s Services in Australia. Journal of Sociology 48:2, pages 115-131.
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