826
Views
11
CrossRef citations to date
0
Altmetric
Articles

Accompaniment and quality in childcare services: the emergence of a culture of professionalization

&
Pages 171-182 | Received 09 Jul 2011, Accepted 17 Nov 2011, Published online: 06 Jan 2012

References

  • Accueillir les tout-petits, oser la qualité [Welcoming the early years: taking up the challenge of quality]. 2002. Bruxelles: ONE-Fonds Houtman.
  • Aucouturier , B. 2005 . La méthode Aucouturier [The Aucouturier method] , Bruxelles : De Boeck .
  • Ballion , M. , Baudelot , O. , Helmont , B. , Bouvier , N. , Hardy , M. , Plato , F. , Rayna , S. , Royo , C. , Stambak , M. and Vérillon , A. 1989 . Auto-évaluation régulatrice, une méthode d’évaluation pour les recherches-actions, Etapes de la recherche [Regulatory self assessment, an evaluation methodology for action research, research steps] , Paris : INRP .
  • Baudelot , O. and Rayna , S. 2000 . Coordinateurs et coordination de la petite enfance dans les communes [Coordinators and coordination of early childhood in the municipalities] , Paris : INRP .
  • Baudelot , O. , Mayer , S. , Musatti , T. and Rayna , S. 2002 . A comparative analysis of the function of coordination of early childhood education and care in France and in Italy . Early Years An International Journal of Research and Development , 5 : 32 – 48 .
  • Barbier , J.M. 2005 . “ Voies nouvelles de professionnalisation [New ways of professionalization] ” . In La professionnalisation en actes et en questions [Professionalization in actions and questions] , Edited by: Sorel , M. and Wittorski , R. 121 – 134 . Paris : L’Harmattan .
  • Barbier , J.M. 2009 . “ Ingénierie et formation: Détermination d’objectifs, élaboration de projets, évaluation d’action, évaluation de transfert [Engineering and training: fixing goals, elaborating projects, action assessment and transfer assessment] ” . In Encycloplédie de la formation , Edited by: Barbier , J.M. , Bourgeois , E. , Chapelle , G. and Ruano-Borbalan , J.C. 455 – 479 . Paris : Presses Universitaires de France .
  • Barbier, J.M. in press. Vocabulaire d’analyse des activités [Vocabulary of analysis of activities]. Paris: Presses Universitaires de France.
  • Beauvais , M. 2008 . Accompagner, c’est juger [Accompany is to evaluate] . Education Permanente , 175 : 123 – 135 .
  • Bennett , J. 2010 . Nouvelles perspectives des études internationales sur la petite enfance [New perspectives in international studies on early childhood] . Revue internationale d’éducation de Sèvres , 53 : 31 – 41 .
  • Bourgeois , E. 1996 . Identité et apprentissage [Identity and learning] . Education Permanente , 128 : 27 – 35 .
  • Brougère , G. 2010 . Parents, pratiques et savoirs au préscolaire [Parents, practice and knowledge in early childhood education and care] , Bruxelles : Peter Lang .
  • Cameron , C. and Moss , P. 2007 . Care work in Europe: Current understandings and future directions , London : Routledge .
  • Cavalier , A. and Picaud , J.C. 2008 . Prévention de la céphalieposturale [positional plagiocephaly in primary care] . Archives de Pédiatrie , 15 : S20 – S24 . Suppl. 1
  • Children in Europe. 2008. Young children and their services: Developing a European approach. A Children in Europe Policy paper.
  • Coeman , A. , Raulier , H. and de Frahan , M. 2004 . De la naissance à la marche. Les étapes du développement psychomoteur de l’enfant [From birth to walking stages of psychomotor development of children] , Bruxelles : a.s.b.l. Etoile d’Herbe .
  • Centre de Recherche de l’Education Spécialisée et de l’Adaptation Scolaire (CRESAS) . 1988 . Partenaires de connaissance. guide pour analyser en équipe les actions éducatives [Partners of knowledge: A guide for analysing educational activities as a team] , Paris : INRP .
  • Centre de Recherche de l’Education Spécialisée et de l’Adaptation Scolaire (CRESAS) . 2000 . On n’enseigne pas tout seul [We do not teach alone] , Paris : INRP .
  • Dalhberg , G. and Moss , P. 2005 . Ethics and politics in early childhood education and care: Postmodern perspectives , London : RoutledgeFalmer .
  • Dalli , C. and Urban , M. 2010 . Professionalism in early childhood education , London : Routledge .
  • Education, Audiovisual and Culture Executive Agency (EACEA) . 2009 . Early childhood education and care in Europe: Tackling social and cultural inequalities , Brussels : Eurydice Network .
  • European Commission Childcare Network . 1996 . Quality targets in services for young children , Brussels : European Commission .
  • Hardy , M. , Belmont , B. and Noël-Hureauxeds , E. 2011 . Des recherches-actions pour changer l’école [Action-research to change the school] , Paris : L’Harmattan .
  • Leseman , P. 2009 . “ The impact of high quality care and the development of young children: Review of the literature ” . In Early childhood education and care in Europe: Tackling social and cultural inequalities , 17 – 50 . Brussels : Education, Audiovisual and Culture Executive Agency .
  • Moss , P. , Dalhberg , G. and Pence , A. 2002 . Getting beyond the problem with quality . European Early Childhood Education Research Journal , 8 ( 2 ) : 103 – 115 .
  • Musatti , T. and Mayer , S. 2003 . Ilcoordinamentodeiservizi educative per l’infanzia. Unefunzioneemergente in Italia e in Europa , Bergamo, Italy : Edizioni Junior .
  • Oberhuemer , P. 2005 . Conceptualising the early pedagogue: Policy approaches and issues of professionalism . European Early Childhood Education Research Journal , 13 ( 1 ) : 5 – 16 .
  • Oberhuemer , P. , Schreyer , I. and Neuman , M.J. 2010 . Professionals in early childhood education and care systems: European perspectives and profiles , Farmington Hills, Leverkusen Opladen , MI : Barbara Budrich .
  • OECD . 2006 . Starting strong II: Early childhood education and care , Paris : Organisation for Economic Cooperation and Development .
  • Paul , M. 2005 . L’accompagnement: Une posture professionnelle spécifique [Accompaniment: A specific professional posture] , Paris : L’Harmattan .
  • Peeters , J. 2008 . The construction of a new profession: A European perspective on professionalism in early childhood education and care , Amsterdam : SWP Publishers .
  • Peeters , J. and Vandenbroeck , M. 2011 . “ Child care practitioners and the process of professionalization ” . In Professional issues, leadership and management in the early years , Edited by: Miller , L. 62 – 76 . London : Sage Publications .
  • Penn , H. 2009 . Early childhood education and care: Key lessons from research for policy makers , Brussels : NESSE .
  • Pikler , E. 2006 . Unfolding of infants’ natural gross motor development: Resources for infant educators , Los Angeles : Murray Circle .
  • Pirard , F. 2007 . “ L’accompagnement professionnel face aux enjeux de qualité de services [Professional accompaniment towards quality challenge in the services] ” . In Repenser l’éducation des jeunes enfants , Edited by: Brougère , G. and Vandenbroeck , M. 225 – 243 . Brussels : Peter Lang .
  • Pirard, F. 2011a. Guide méthodologique Erato: Accueillir la diversité dans les milieux d’accueil de l’enfance (0–6 ans) [Analyse, evaluate and innovate. A guide for early childhood education and care (0–6)]. Analyser, évaluer, innover. Introduction, Le Furet (Suppl.): 5–8.
  • Pirard , F. 2011b . 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 , 9 ( 2 ) : 253 – 266 .
  • Rayna , S. , Bouve , C. and Moisset , P. 2009 . Pour un accueil de qualité de la petite enfance: quel curriculum? [Toward a host of quality early childhood curriculum what?] , Toulouse : Eres .
  • Rinaldi , E. 2006 . In dialogue with Reggio Emilia: Listening, researching and learning , London : RoutledgeFalmer .
  • Schön , D. 1983 . The reflective practitioner: How professionals think in action , London : Temple Smith .
  • UNICEF. 2008. The child care transition: A league table of early childhood education and care in economically advanced countries. Innocenti Report 8. Florence: UNICEF Innocenti Research Centre.
  • Urban , M. 2008 . Dealing with uncertainty: Challenges and possibilities for the early childhood profession . European Early Childhood Education Research Journal , 16 ( 2 ) : 135 – 152 .
  • Urban , M. , Vandenbroeck , M. , Peeters , J. , Lazzari , A. and Van Laere , K. 2011 . “ Core competence requirements in early childhood education and care ” . In Report for European Commission. DG Education and Culture , London : University of East London and Ghent: University of Ghent .
  • Vandenbroeck , M. 2009 . Let us disagree . European Early Childhood Education Research Journal , 17 ( 2 ) : 165 – 170 .
  • Vandenbroeck , M. , Pirard , F. and Peeters , J. 2009 . New developments in Belgian child care policy and practice . European Early Childhood Education Research Journal , 17 ( 3 ) : 408 – 416 .
  • Vial , M. 2001 . “ Evaluation and régulation [Assessment and regulation] ” . In L’activité évaluative réinterrogée , Edited by: Figari , G. and Achouche , M. 68 – 78 . Brussels : De Boeck .

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:

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:

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.