Reconstructing professionalism in Ecec
The Case for the 'Critically Reflective Emotional Professional
Bibliographic Data
| ID | 5772602 |
|---|---|
| Authors | Jayne Osgood (0000-0001-9424-8602, London Metropolitan University, corresponding author) |
| Year | 2010 |
| Volume | 30 |
| Issue | 2 |
| Pages | 119-133 |
| Publication date | 2010-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Early Years (JOURNAL) |
| Journal identifiers | ISSN: 0957-5146 • E-ISSN: 1472-4421 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/09575146.2010.490905 |
| OpenAlex | W2089543031 |
| Language | EN |
| Citations received | 70 |
| References cited | 36 |
This paper is concerned to present professionalism in Early Childhood Education and Care (ECEC) as a sociocultural construction. In particular the article is concerned with how professional identities are inflected by autobiography and the spaces and opportunities that exist for the construction of alternative professional identities. Drawing on a recent empirical study with nursery workers in London a critical appraisal of hegemonic discourses is presented and a consideration of 'professionalism from within' is offered. A specific focus is placed upon the notion of the 'critically reflective emotional professional' and how that might be taken up or resisted at different levels of the ECEC policy-practitioner landscape
Reflective Practice · Early Childhood Education and Development · Educational and Psychological Assessments · Innovative Education and Learning Practices
Neoliberalismo en la educación inicial
Navigating Discrete Pedagogical Orientations
Beyond Voice
“My Emotions Do Matter”
Emotion Regulation Difficulties and Depressive Symptoms among Chinese Preschool Teachers
Reimagining the ‘Quality Interaction’ with Children
Precisamos de cuidar de quem cuida
It’s Not All Objectivity and Development
Children and Practitioners as Truth Seekers and Truth Tellers
The Unbearable Lightness of Being an Early Childhood Educator in Day-Care Settings
Time for slow care
Juggling, ‘reading’ and everyday magic
Emotional labour while working with families
Constrained or sustained by demands? Perceptions of professional autonomy in early childhood education
Paulo Freire in ECE
Beyond critique towards creativity
Feeling like ‘the ham of the sandwich’
Staying with discomfort
Against the clock
‘It's the beginning of everything’
To love or not to love, that is the question
Being in this together
Understanding the caring professional dispositions of the early childhood education teacher assistants in Chile
Femmephobia in kindergarten education
Following the witch’s flight
Caring leadership in early childhood education in Chile
Gaining professional recognition
You are stuck here, at the office
Subcontracted mothering
The types of work of early childhood education and care professionals
An Examination of Current Leadership Practices in Early Childhood and Early Childhood Special Education
Do Servant Leadership and Emotional Labor Matter for Kindergarten Teachers’ Organizational Commitment and Intention to Leave
Kindergarten Teachers’ Emotional Labor and Occupational Well-Being
Educational Leaders and the project of professionalisation in early childhood education in Australia
A critical realist analysis of kindergarten teachers' professional identity in Chinese policy
Exploring the Relationships Among Display Rules, Emotional Job Demands, Emotional Labour and Kindergarten Teachers' Occupational Well‐Being
Depicting the landscape of research on teacher emotion in early childhood education
A multilevel latent profile analysis to job demands, job resources, and personal resources in early childhood educators
Exploring early childhood practitioners’ perceptions of empathy with children and families
Performing the (religious) educator’s vocation. Becoming the ‘good’ early childhood practitioner in Chile
Professionalisation in Early Childhood Education in Russia
Rewriting professionalism in early childhood education and care
Criminal Labels, Racial Inequities, and the Lifelong Impact of Early Arrests on Employment
‘It feels human … ’
The ethics of service work in a neoliberal healthcare context
Kindergarten Education Scheme in Hong Kong
Sorting shapes or connecting dots? Local enactments of globalization in early childhood education in Denmark
The deprofessionalization of family childcare providers
Feeling culture
From “Barbaric” to “Knowing”
The role of emotions in building new knowledge and developing young children’s understanding
Breaking the silence
Signing in
Professional feeling”
Governing ‘disadvantage’ through funded early years places and reconfigured spaces
Choose Your Words Wisely
Emotional labor, ordinary affects, and the early childhood education and care worker
You’re all so good with poo here’
Constructing men who teach
Challenging public perceptions of childcare teachers through Cixous’s écriture feminine
The use of poetry in a spiral-patterned methodology for research about love in early childhood
Love in early childhood teaching
Chinese preschool teachers’ emotional labor and regulation strategies
Interpretations of child centred practice in early childhood education and care
Remove ‘care’ and stir
Governance, accountability and the datafication of early years education in England
We believe in every child as an individual’
Questioning the equitable well-being of Bipoc ECE professionals in head start
Developing Professional Early Childhood Educators in England and Hungary
Gender flexible pedagogy in early childhood education
Class Strategies and the Education Market
Gender, Sexuality and Violence in Organizations
Communities of Practice
The Inclusive Society?
Learning to Labour with Feeling
Class, Self, Culture
Men in the Nursery
Disciplining Foucault
Doing Foucault in Early Childhood Studies
Undoing Gender
Ethics and Politics in Early Childhood Education
Deconstructing Professionalism in Early Childhood Education
The Tyranny of Transparency
Time to Get Down to Business
Who cares? The classed nature of childcare
A Caring Teacher
Reclassifying Upward Mobility
Childcare workforce reform in England and ‘the early years professional’
Carry on Caring
The teacher's soul and the terrors of performativity
Towards an uncertain politics of professionalism
Teacher professional identity
Rethinking Social Class
| Unique citing works | 70 |
|---|---|
| Citations per year | 5,38 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 69 |