1,131
Views
23
CrossRef citations to date
0
Altmetric
ARTICLES

Developing Professional Early Childhood Educators in England and Hungary: Where Has All the Love Gone?

REFERENCES

  • Alexander, R. J. (2000). Culture and pedagogy: International comparisons in primary education. Malden, MA: Blackwell Publishers.
  • Atzil, S., Hendler, T., & Feldman, R. (2011). Specifying the neurobiological basis of human attachment: Brain, hormones, and behavior in synchronous and intrusive mothers. Neuropsychopharmacology, 36(13), 2603–2615.
  • Bakonyi, A. (2012). Inclusion, differentiation and integration—Differentiated education in the practice of early childhood education in early childhood education and care: Specificities of the Hungarian system. Hungarian Institute for Educational Research and Development. http://ec.europa.eu/education/policy/strategic-framework/doc/hungarian-ecec-specificities_en.pdf. (accessed 15 August 2014)
  • Ball, S. (2012). Global Education Inc. In New policy networks and the neo-liberal imagination. Oxford: Routledge.
  • Biesta, G. (2012). Mixed methods. In J. Arthur, M. Waring, R. Coe, & L. V. Hedges (Eds.), Research methods and methodologies in education. London: Sage.
  • Brayfield, A., & Korintus, M. (2011). Early childhood socialization: Societal context and childrearing values in Hungary. Journal of Early Childhood Research, 9(3), 262–279. doi:10.1177/1476718X11402444
  • Brind, R., Norden, O., McGinigal, S., Oseman, D., & Simon, A. (2012). Childcare and early years providers survey 2011. DfE OSR18/2012. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/183421/DFE-RR240.pdf (accessed 31 August 2014).
  • Brock, A. (2006). Dimensions of early years professionalism—attitudes versus competences? http://www.tactyc.org.uk/reflections_papers.asp (accessed 31 August 2014).
  • Brock, A. (2013). Building a model of early years professionalism from practitioners’ perspectives. Journal of Early Childhood Research, 11, 27–44.
  • Cameron, C. (2006). Men in the nursery revisited: Issues of gender and professionalism. Contemporary Issues in Early Childhood, 7(1), 68–79. doi:10.2304/ciec.2006.7.1.68
  • Campbell-Barr, V. (2009). Care and business orientations in the delivery of childcare. Journal of Early Childhood Research, 7(1), 76–93. doi:10.1177/1476718x08098355
  • Campbell-Barr, V. (2010). The research, policy and practice triangle in early childhood education and care. In R. Parker-Rees, C. Leeson, J. Willan, & J. Savage (Eds.), Early childhood studies: An introduction to the study of children’s lives and worlds. Exeter: Learning Matters.
  • Campbell-Barr, V. (2012). Early years education and the value for money folklore. European Early Childhood Education Research Journal, 20(3), 423–437. doi:10.1080/1350293x.2012.704764
  • Campbell-Barr, V. (2014). Constructions of early childhood education and care provision: Negotiating discourses. Contemporary Issues in Early Childhood, 15(1), 5–17. doi:10.2304/ciec.2014.15.1.5
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Oxford: Routledge.
  • CORE. (2011). Competence requirements in early childhood education and care: A study for the European commission directorate-general for education and culture. London: University of East London and University of Ghent. http://ec.europa.eu/education/more-information/doc/2011/core_en.pdf
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.
  • Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Postmodern perspective (2nd ed.). London: Routledge.
  • Department for Children Schools and Families. (2008). Statutory framework for the early years foundation stage. London: Department for Children Schools and Families.
  • Department for Education. (2012). Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five. https://www.gov.uk/government/publications/early-years-foundation-stage-framework (accessed 31 August 2014).
  • Department for Education. (2013). More great childcare. London: Crown Copy Right.
  • Elfer, P. (2013). Emotional aspects of nursery policy and practice – Progress and prospect. European Early Childhood Education Research Journal, 23, 1–5. http://www.tandfonline.com/doi/full/10.1080/1350293X.2013.798464
  • Elfer, P. (2007). What are nurseries for? The concept of primary task and its application in differentiating roles and tasks in nurseries. Journal of Early Childhood Research, 5(2), 169–188. doi:10.1177/1476718x07076727.
  • European Commission. (2007). Key competences for lifelong learning: European reference framework. Brussels, Belgium: European Commission. http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf.
  • European Commission. (2011). Early childhood education and care: Providing all our children with the best start for the world of tomorrow. Brussels: European Commission.
  • Eurydice. (2009). Early childhood education and care in europe: Tackling social and cultural inequalities. Brussels: European Commission. http://eacea.ec.europa.eu/about/eurydice/documents/098EN.pdf.
  • Georgeson, J., Campbell Barr, V., & Mathers, S. (2014). Two-year-olds in England: An exploratory study. Stage two: Case studies and survey: Report for TACTYC. http://tactyc.org.uk/wp-content/uploads/2014/11/Two-year-olds-Phase-2-Report.pdf
  • Hornby, A. S. (1989). Oxford advanced learner’s dictionary of current English. Oxford: Oxford University Press.
  • Huskinson, T., Kostadintcheva, K., Greevy, H., Salmon, C., Dobie, S., Medien, K., … D’Souza, J. (2014). Childcare and early years survey of parents 2012–2013. London: DfE. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/275992/SFR06-2014_Childcare_and_Early_Years_Survey_of_Parents_2012-13_final.pdf.
  • Inántsy-Pap, J., & Máth, J. (2004). Coping with parental attachment and preschool social relationships. Hungary Psychology, 2, 5–25.
  • Kitzinger, C. (1995). Introducing focus groups. British Medical Journal, 311(7), 299–303.
  • Korintus, M. (2008). Early childhood education and care in Hungary: Challenges and recent developments. International Journal of Child Care and Education Policy, 2(2), 43–52. doi:10.1007/2288-6729-2-2-43.
  • Kovácsné Bakosi, E. (2013). Hungary: Kindergarten as a public education institution. In J. Georgeson & J. Payler (Eds.), International perspectives on early childhood education and care (pp. 229–242). Maidenhead: McGraw Hill.
  • Leeson, C. (2014). The pressures of leading early years services in a changing world. In J. Moyles, J. Payler, & J. Georgeson (Eds.), Early years foundations: Critical issues (2nd ed., pp. 143–154). Maidenhead: Open University Press.
  • Lloyd, E. (2008). The interface between childcare, family support and child poverty strategies under new labour: Tensions and contradictions. Social Policy and Society, 7(4), 479–494.
  • McGillivray, G. (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), 242–254. doi:10.1080/13502930802141659.
  • Miller, L. (2008). Developing professionalism within a regulatory framework in England: Challenges and possibilities. European Early Childhood Education Research Journal, 16(2), 255–268. doi:10.1080/13502930802141667.
  • Moyles, J. (2001). Passion, paradox and professionalism in early years education. Early Years: Journal of International Research and Development, 21(2), 81–95. doi:10.1080/09575140124792.
  • Nagy Varga, A., Molnár, B., Pálfi, S., & Szerepi, S. (2015). Hungarian perspectives on early years workforce development from the beginning till today. In V. Campbell-Barr & J. Georgeson (Eds.), International perspectives on workforce development in early childhood education and care: History, philosophy and politics (pp. 109–121). Northwich: Critical Publishing.
  • Nutbrown, C. (2012). Foundations for quality: The independent review of early education and childcare qualifications final Report. London: DfE. https://www.gov.uk/government/publications/nutbrown-review-foundations-for-quality (accessed 31 August 2014).
  • Oberhuemer, P., Schreyer, I., & Neuman, M. (2010). Professionals in early childhood education and care systems: European profiles and perspectives. Leverkusen, Opladen: Barbra Budich Publishers.
  • Osgood, J. (2004). Time to get down to business? Journal of Early Childhood Research, 2(1), 5–24. doi:10.1177/1476718x0421001.
  • Osgood, J. (2006). Professionalism and performativity: The feminist challenge facing early years practitioners. Early Years: An International Journal of Research and Development, 26(2), 187–199. doi:10.1080/09575140600759997.
  • Osgood, J. (2010). Reconstructing professionalism in ECEC: The case for the critically reflective emotional professional. Early Years: An International Journal of Research and Development, 30(2), 119–133. doi:10.1080/09575146.2010.490905.
  • Owen, C. (2003). Men in the nursery. In J. Brannen & P. Moss (Eds.), Rethinking children’s care. Buckingham: Open University Press.
  • Page, J. (2011). Do mothers want professional carers to love their babies? Journal of Early Childhood Research, 9(3), 310–323. doi:10.1177/1476718x11407980.
  • Paull, G. (2014). Can government intervention in childcare be justified? Economic Affairs, 34(1), 14–34. doi:10.1111/ecaf.12062.
  • Penn, H. (2011). Quality in early childhood services. Berkshire: McGraw Hill.
  • Piper, H., & Smith, H. (2003). “Touch” in educational and child care settings: Dilemmas and responses. British Educational Research Journal, 29(6), 879–894. doi:10.1080/0141192032000137358.
  • Reardon, D. (2009). Achieving early years professional status. London: Sage.
  • Rosenthal, M. K. (2003). Quality in early childhood education and care: A cultural context. European Early Childhood Education Research Journal, 11(2), 101–116. doi:10.1080/13502930385209191.
  • Simpson, D. (2010). Being professional? Conceptualising early years professionalism in England. European Early Childhood Education Research Journal, 18(1), 5–14. doi:10.1080/13502930903520009.
  • Taggart, G. (2011). Don’t we care? The ethics and emotional labour of early years professionalism. Early years. An International Journal of Research and Development, 31(1), 85–95. doi:10.1080/09575146.2010.536948.
  • Tobin, J. (1999). Method and meaning in comparative classroom ethnography. In R. Alexander, P. Broadfoot, & D. Phillips (Eds.), Learning from comparing. Oxford: Symposium Books.
  • Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. Chicago: University of Chicago Press.
  • Urban, M., Vandenbroeck, M., Van Laere, K., Lazzari, A., & Peeters, J. (2012). Towards competent systems in early childhood education and care: Implications for policy and practice. European Journal of Education, 47(4), 508–526. doi:10.1111/ejed.12010.
  • Vekerdy, T. (2013). Jól szeretni—Tudod-e, hogy milyen a gyereked? Massachusetts: Keyhole Publishing.
  • Vygotsky, L. (1962). Thought and Language. Cambridge, MA: MIT Press.
  • Whalley, M. (2008). Leading practice in early years settings. London: Sage.

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.