Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/16426
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Sims, Margaret | en |
dc.date.accessioned | 2015-01-08T15:05:00Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Australasian Journal of Early Childhood, 39(4), p. 4-11 | en |
dc.identifier.issn | 1839-5961 | en |
dc.identifier.issn | 1836-9391 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/16426 | - |
dc.description.abstract | For over a decade we have talked about the care-education dichotomy as being false and irrelevant given that care is considered to be a part of education, not separate from it. A generation of early childhood professionals have grown up in service where care is seen as part of education. As a nation, Australia is now pursuing professionalisation of early childhood through the education discourse. As with any decision, there are positive and negative consequences. In this article I report on a research project that explores early childhood professionals' perspectives of the care-education dichotomy, and the role it plays in early childhood today. I argue that, in order to understand the unintentional consequences of pursuing an educational pathway towards professionalisation, we need to keep the issues relating to care in the front of our minds. | en |
dc.language | en | en |
dc.publisher | Sage Publications Ltd | en |
dc.relation.ispartof | Australasian Journal of Early Childhood | en |
dc.title | Is the care-education dichotomy behind us? Should it be? | en |
dc.type | Journal Article | en |
dc.subject.keywords | Early Childhood Education (excl Maori) | en |
local.contributor.firstname | Margaret | en |
local.subject.for2008 | 130102 Early Childhood Education (excl Maori) | en |
local.subject.seo2008 | 940105 Childrens/Youth Services and Childcare | en |
local.profile.school | School of Education | en |
local.profile.email | msims7@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20141222-124142 | en |
local.publisher.place | Australia | en |
local.format.startpage | 4 | en |
local.format.endpage | 11 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 39 | en |
local.identifier.issue | 4 | 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:16663 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/16426 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Is the care-education dichotomy behind us? Should it be? | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.relation.url | http://www.earlychildhoodaustralia.org.au/our-publications/australasian-journal-early-childhood/ajec-archive/2014-issues/ajec-vol-39-no-4-december-2014/ | en |
local.search.author | Sims, Margaret | en |
local.uneassociation | Unknown | en |
local.year.published | 2014 | en |
local.subject.for2020 | 390302 Early childhood education | en |
local.subject.seo2020 | 230115 Youth services | en |
local.subject.seo2020 | 230104 Children's services and childcare | en |
Appears in Collections: | Journal Article School of Education |
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