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There is a broad consensus among researchers, practitioners, and policymakers that the quality of early childhood services – and ultimately the outcomes for children and families – depends on well-educated, experienced and ‘competent’ staff. But what exactly makes a competent early childhood practitioner? How can competence be understood, and its development supported, in the highly complex and demanding field of working professionally with young children, families and communities? What approaches do different countries take, and what lessons can be learnt from practices developed by practitioners, training institutions and policymakers across Europe? The ‘Study on competence requirements in early childhood education and care’ (CoRe) explored conceptualisations of ‘competence’ and professionalism in early childhood practice, and identified systemic conditions for developing, supporting and maintaining competence at all layers of the early childhood system. This study is a European research project jointly conducted by the University of East London (UEL) and the University of Ghent (UGent). The European Commission Directorate-General for Education and Culture commissioned the research, which was conducted between January 2010 and May 2011.
- Publicat(ă) la:
- Autor(i) instituţional(i): Directorate-General for Education, Youth, Sport and Culture (Comisia Europeană) , University of East London. Cass School of Education , University of Ghent. Department for Social Welfare Studies
- Teme: Social , Politica în domeniul educației
- Subiecte: child , child care , early childhood , education policy , know-how , professional qualifications
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| ISSN | ISBN | DOI | Număr de catalog NC-32-13-399-EN-C |
- Released on EU publications website:
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