The role of research in professionalising early childhood

Abstract

We dream early childhood will grow in recognition and status, that our work will be valued as we know it should be. The way to achieve this, many believe, is for early childhood to develop as a profession. Professionalisation brings a range of benefits. It codifies and stabilises practice, enabling recognition by legal authorities. A profession offers esteem to those who meet its requirements, and consequently social status, personal identity and income (VanMorie, 2002). Given the current low status of early childhood, such increased status and respect is particularly enticing. To create a profession we need to identify early childhood knowledge, practice, and boundaries, such as who should become an early childhood professional and who should not (VanMorie, 2002). These imply some kind of oversight and regulation performed in many cases by a professional association. Early childhood is taking steps towards achieving this. In Australia, the 'National Quality Framework', inclusive of the 'Early Years Learning Framework', identify our early childhood knowledge and practice, and provide guidance as to what an early childhood professional should look like.