Caroline McDonnell - NUI Galway 1

Transcription

1 Caroline McDonnell - NUI Galway 1

2 Purpose of the Research Research Objectives Related Literature Methodology Findings & Discussion Limitations Contributions of the Research Caroline McDonnell - NUI Galway 2

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4 Explore what defines professionalism in an ECEC context Examine the reasons for pursuing Higher Qualifications Explore any challenges, motivations, and impacts that EYPs experience as they increase their educational qualifications to Degree levels Examine the attitudes and values of EYPs professional identity Discuss the future of EYP sector Caroline McDonnell - NUI Galway 4

5 Defining Professionalism in an ECEC context Early Years Practitioner s identity & status Characteristics related to EYPs as they pursue higher qualifications What about the future of the ECEC sector Caroline McDonnell - NUI Galway 5

6 Research Design - Qualitative A glimpse into the world of the participants Structured open-ended and word-based set of questions Self-administrative Pilot questionnaire Caroline McDonnell - NUI Galway 6

7 Professionalism defining professionalism complex and diverse, high level of educational qualifications, specialised knowledge, specific set of skills and experience Influences & Motivations personal desire, increase knowledge, up to date, networking, support and FPSY incentive Challenges & Barriers financial & time Impacts & Outcomes - increased quality, confidence, role model, lesser impact on salary/status, better future job prospects Identity & Status positive self concept, negative societal concept Valued high among the many stakeholders within the sector but very low value from society Future - optimistic, cautious, CPD, need for public awareness Caroline McDonnell - NUI Galway 7

8 Time & Word Count Restrictions Self-administered completion of questionnaires Researchers own bias Caroline McDonnell - NUI Galway 8

9 National campaign to inform and promote the purpose and importance of ECCE among general public Promote increased higher qualifications among ALL Early Childhood Practitioners Increased availability & subsided funding of Degree Programmes Caroline McDonnell - NUI Galway 9

10 Mentoring for students in a supportive role Ensure high standards of training, be relevant, practical and pertinent to the sector. Exploratory research study about the perceptions of the general public s knowledge and awareness of the role of EYPs and what their views are on the purpose of ECCE All Early Years Practitioners become members of the Association of Childhood Professionals Caroline McDonnell - NUI Galway 10

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13 Deutsch., F.M. & Riffin, C. A. (2013) From Teachers to Students: What influences Early childhood Educators to Pursue College Education. Journal of Early Childhood Teacher Education. Vol. 34 (4), pp Early, D.M., Maxwell, K. L., Burchinal M., Alva S., Bender R. H., Bryant D., Cai K.,. Clifford R.M., Ebanks C., Griffin J. A., Henry G.T., Howes C., Iriondo-Perez J., Jeon H., Mashburn A.J., Peisner-Feinberg E., Pianta R.C., Vandergrift N. & Zill N. (2007) Teachers Education, Classroom Quality, and Young Children s Academic Skills: Results From Seven Studies of Preschool Programs. Child Development. Vol. 78 (2). Pp [Online] Available at: (Accessed on 15 November 2013) Eisenstadt, N., Sylva, K., Mathers, S. & Taggart, B. (2013) More Great Childcare: Research Evidence. [Online] Available at: (Accessed on 19 January 2014) Evetts, J. (2003) The Sociological analysis of Professionalism: Occupational change in the Modern World. International Sociology. Vol. 18 No. 2. Pp [Online] Available at: (Accessed 15 November 2013) Madden, R. (2012) For Love or Money: Exploring the professional identity of the Early Childhood Care and Education sector in Ireland today. Unpublished MA thesis. National University of Limerick. [Online] Available at: g%20the%20professional%20identity%20of%20the%20early%20childhood%20care%20and%20education%20sector%20in%20ir eland%20today.%28ma%20thesis%29.pdf (Accessed on 14 January 2014) Mathers S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J. & Siraj-blatchford I. (2011) Evaluation of the Graduate Leader Fund Final Report. Department for Education. [Online] Available at: (Accessed on 17 January 2014) Moloney, M. (2010a) Professional identity in early childhood care and education: perspectives of pre-school and infant teachers, Irish Educational Studies, 29 (2), pp Moloney, M. & Pope, J. (2013) Where to now for early childhood care and education (ECCE) graduates? A study of the experiences of Irish BA ECCE degree graduates. Education 3 13: International Journal of Primary, elementary and Early Years Education. [Online] Available at: (Accessed on 3 April 2013) Moss, P. (2008) The Democratic and Reflective Professional: rethinking and reforming the early years workforce, in Millar, L. & Cable, C. (eds) Professionalism in the Early Years. London: Hodder & Stoughton Organisation for Economic Cooperation and Development (2012) Starting Strong III: a quality toolbox for early childhood education and care. Paris: OECD. Available at: Osgood, J. (2010) Reconstructing professionalism in ECEC: the case for the critically reflective emotional professional. Early Years: An International Research Journal, Vol. 30 (2), pp [Online] Available at: (Accessed on 18 November 2013) Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of preschool education (EPPE) project: Final report. Nothingham Urban, M. (2008) Dealing with uncertainty: challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal. Vol. 16 (2) pp FURTHER REFERENCES ALSO AVAILABLE Caroline McDonnell - NUI Galway 13