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|Title:||What are our priorities for preparing student teachers to work in early childhood care and education sector?||Contributor(s):||Littledyke, Rosalind (author)||Publication Date:||2009||Handle Link:||https://hdl.handle.net/1959.11/9595||Abstract:||This present conversation is set within the context of the recent developments in the United Kingdom to raise the profile of early years practitioners. The status of Early Years Professional can now be awarded to those working within the private preschool sector who have gained a non-related degree and do not possess Qualified Teacher Status. Early childhood settings in the United Kingdom include family centers, children's centers, play groups, nurseries, long day care, and reception classes in primary schools which cater for children from 4- to 5-year-old. Children normally begin their primary education at 5 years of age. The conferring of Early Years Professional status is in response to the desire of the current United Kingdom Government to improve the quality of provision for families and children within the early childhood education sector. One way of achieving this is to have a degree-qualified practitioner in every early childhood setting by 2015. The pilot phase of the government initiative scheme involved the preparation of a group of highly skilled and experienced practitioners on a fast-tracked program to gain Early Years Professional Status. Ten Government-selected providers supported the candidates in a three month process of demonstrating their skills, knowledge and practice against a set of 39 criteria. This process included practical tasks and a site visit from a qualified assessor. Phases two and three include longer periods of preparation which involve some additional study on the part of the candidates. ... The focus of this conversation is on a critical analysis of the differing educational and training cultures for early childhood practitioners and a consideration of what might be the most effective form of preparation. This is explored both in terms of the curriculum and programs of study offered to students, and the characteristics of student teachers accessing the increasing variety of routes into the sector.||Publication Type:||Book Chapter||Source of Publication:||Conversations on Early Childhood Teacher Education: Voices from the Working Forum for Teacher Educators, p. 37-46||Publisher:||New Zealand Tertiary College||Place of Publication:||New Zealand||ISBN:||0942702506
|Field of Research (FOR):||130202 Curriculum and Pedagogy Theory and Development||HERDC Category Description:||B1 Chapter in a Scholarly Book||Other Links:||https://secure.ccie.com/catalog/product_info.php?products_id=4000525||Statistics to Oct 2018:||Visitors: 69
|Appears in Collections:||Book Chapter|
School of Education
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