Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/11627
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Sims, Margaret | en |
dc.date.accessioned | 2012-11-07T11:46:00Z | - |
dc.date.issued | 2012 | - |
dc.identifier.citation | Every Child, 18(3), p. 8-9 | en |
dc.identifier.issn | 1322-0659 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/11627 | - |
dc.description.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. | en |
dc.language | en | en |
dc.publisher | Early Childhood Australia Inc | en |
dc.relation.ispartof | Every Child | en |
dc.title | The role of research in professionalising early childhood | en |
dc.type | Journal Article | en |
dc.subject.keywords | Educational Administration, Management and Leadership | en |
local.contributor.firstname | Margaret | en |
local.subject.for2008 | 130304 Educational Administration, Management and Leadership | en |
local.subject.seo2008 | 930501 Education and Training Systems Policies and Development | en |
local.profile.school | School of Education | en |
local.profile.email | msims7@une.edu.au | en |
local.output.category | C3 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20121105-124830 | en |
local.publisher.place | Australia | en |
local.format.startpage | 8 | en |
local.format.endpage | 9 | en |
local.identifier.volume | 18 | en |
local.identifier.issue | 3 | en |
local.contributor.lastname | Sims | en |
dc.identifier.staff | une-id:msims7 | en |
local.profile.orcid | 0000-0003-4686-4245 | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:11826 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | The role of research in professionalising early childhood | en |
local.output.categorydescription | C3 Non-Refereed Article in a Professional Journal | en |
local.relation.url | http://www.earlychildhoodaustralia.org.au/every_child_magazine/every_child_index/every-child-vol-18-no-3.html | en |
local.search.author | Sims, Margaret | en |
local.uneassociation | Unknown | en |
local.year.published | 2012 | en |
local.subject.for2020 | 390403 Educational administration, management and leadership | en |
local.subject.seo2020 | 160205 Policies and development | en |
Appears in Collections: | Journal Article School of Education |
Files in This Item:
File | Description | Size | Format |
---|
Page view(s)
1,176
checked on Apr 21, 2024
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.