The close connection between the quality of provision for young children and professionaliation of the field has long been supported by international research. That the two are inseparable aspects of one picture is beginning to become accepted at European policy level, as evident in recent high level EU policy documents. This article explores the reciprocal relationship between quality and professionalisation, drawing on the findings of the study on ‘competence requirements in early childhood education and care’ (CoRe), jointly conducted by the University of East London and the University of Gent, and funded by the European Commission. Based on a review of literature in several European languages and data from a 15-country survey and seven in-depth case studies, CoRe has identified systemic conditions for a professionalisation of the entire early childhood system, beyond the formal qualification levels of individual practitioners. The article argues for a critical and systemic reconceptualisation of professional practice in a competent system.

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Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice

A review of research on the effects of Early Childhood Education and Care (ECEC) upon child development

Without a doubt, math-related pedagogical content knowledge (PCK), pedagogical beliefs, and emotional attitudes are considered important dimensions of preschool teachers’ professional competence. This research, however, documents that they are still understudied. This study focuses on certain aspects of the described dimensions: the sensitivity toward mathematical content in play-based situations, joy and interest in mathematics, the importance of mathematics as an educational area of preschool, and math-related emotional school experiences. The study explores the relationships among these factors with a group of 221 preschool teachers from 29 preschool centers in Germany. Background information, math-related school experiences, emotional attitudes, pedagogical beliefs, and aspects of PCK were obtained through a questionnaire. The findings of this study indicate that preschool teachers show some sensitivity toward mathematical content in play-based situations but do not show negative attitudes toward math...

Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs

International reports on early childhood education and care tend to attach increasing importance to workforce profiles. Yet a study of 15 European countries reveals that large numbers of (assistant) staff remain invisible in most international reports. As part of the CoRe project (Competence Requirements in Early Childhood Education and Care) we conducted a cross-national survey among experts in Belgium (Flemish- and French-speaking communities), Croatia, Denmark, France, Greece, Ireland, Italy, Lithuania, the Netherlands, Poland, Romania, Slovenia, Spain, Sweden and the UK (England and Wales). The survey explored professional and training profiles not only for formal ‘teaching’ staff, but also for the entire workforce, making visible the assistants who are often omitted from international reports. The proportion of assistant staff varies from a very small percentage in some European countries to half of the entire workforce in many others. Whereas job profiles for higher qualified staff often focus on ‘education’, profiles for assistants typically focus on ‘care’. Consequently a divide between care and education can be observed, both in split systems and in integrated systems. In these cases, the concept of ‘education’ may be narrowed down to schoolified learning and ‘care’ may be regarded as subordinate to education. In several cases, assistants also have less entitlement to ongoing professionalisation than educational staff. Consequences of the findings for practice as well as policy are discussed.

The Education and Care Divide: the role of the early childhood workforce in 15 European countries

Competence Requirements in Early Childhood Education and Care. Final Report.

As in many countries in Europe, the initial and continuing professional development and support of personnel working with young children are critical quality issues in a context of expansion and increasing access to provision. As the research and resource base with a cross-national focus on staff profiles and professionalisation strategies is limited, the 'Systems of early education/care and professionalisation in Europe' (SEEPRO) project based at the State Institute of Early Childhood Research (IFP) in Munich, sought to explore the following research questions: Who works in early childhood settings? What are the professional study routes required for core practitioners, centre leaders and support staff in these settings? What are the main similarities and differences in professional profiles across countries? What chances do practitioners have for continuing professional development? What are current workforce issues around status, pay, gender, diversity? The project sought to: (1) access, systematise and analyse data on the professional profiles of core practitioners working in early childhood provision; and (2) contextualise these profiles and professionalisation patterns within country-specific histories of early childhood education and care (ECEC), demographic trends and structural features of the ECEC system, and current issues and challenges facing early childhood practitioners. Funded by the German Federal Ministry of Family and Youth Affairs, the project focused in particular on professional profiles in the newer European Union (EU) member states - Bulgaria, Cyprus, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Romania, Slovak Republic and Slovenia. International comparative studies to date have paid little attention to the early childhood systems in these countries, which have been undergoing rapid transformations during recent years. Specially commissioned reports by experts in each country provided the research team with background material. The project findings are presented in this publication.

Inge Schreyer

Papers

Professionals in early childhood education and care systems: European profiles and perspectives

Kita-Fachpersonal in Europa: Ausbildungen und Professionsprofile

Professionelle Bildung der Kita-Fachkräfte in Europa