Professional development for ECEC practitioners with resposibilities for children at risk: which competences and in-service training are needed?
- Author
- Jan Peeters (UGent) and Nima Sharmahd
- Organization
- Abstract
- There is growing evidence among researchers and international organisations that quality of ECEC (Early Childhood Education and Care), and ultimately the outcomes for children and families – especially disadvantaged ones – is dependent on well-educated and competent staff, and that a lack of higher pre-service training can be partly compensated by in-service training of a sufficient intensity and length. In this article an overview is given of three qualitative studies of the competences needed to work in ECEC with children and families at risk. These three studies focus on ECEC practitioners that have played an active role in a change process aimed at developing a new pedagogical approach to working with children and parents with disadvantaged backgrounds. The three studies also strengthen the view that pedagogical support, sustained over long periods of time and developed by specialized staff (such as pedagogical coaches), is seen as a successful way to develop reflective thinking on practice and to construct new knowledge and practices when working with families and children. To conclude, the article tries to define how in-service training can be organized in a comprehensive way.
- Keywords
- early childhood education, professionalism, diversity, child poverty, disadvantaged children
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-5754320
- MLA
- Peeters, Jan, and Nima Sharmahd. “Professional Development for ECEC Practitioners with Resposibilities for Children at Risk: Which Competences and in-Service Training Are Needed?” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, edited by John Bennett, vol. 22, no. 3, 2014, pp. 412–24, doi:10.1080/1350293X.2014.912903.
- APA
- Peeters, J., & Sharmahd, N. (2014). Professional development for ECEC practitioners with resposibilities for children at risk: which competences and in-service training are needed? EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 22(3), 412–424. https://doi.org/10.1080/1350293X.2014.912903
- Chicago author-date
- Peeters, Jan, and Nima Sharmahd. 2014. “Professional Development for ECEC Practitioners with Resposibilities for Children at Risk: Which Competences and in-Service Training Are Needed?” Edited by John Bennett. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 22 (3): 412–24. https://doi.org/10.1080/1350293X.2014.912903.
- Chicago author-date (all authors)
- Peeters, Jan, and Nima Sharmahd. 2014. “Professional Development for ECEC Practitioners with Resposibilities for Children at Risk: Which Competences and in-Service Training Are Needed?” Ed by. John Bennett. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 22 (3): 412–424. doi:10.1080/1350293X.2014.912903.
- Vancouver
- 1.Peeters J, Sharmahd N. Professional development for ECEC practitioners with resposibilities for children at risk: which competences and in-service training are needed? Bennett J, editor. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL. 2014;22(3):412–24.
- IEEE
- [1]J. Peeters and N. Sharmahd, “Professional development for ECEC practitioners with resposibilities for children at risk: which competences and in-service training are needed?,” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, vol. 22, no. 3, pp. 412–424, 2014.
@article{5754320,
abstract = {{There is growing evidence among researchers and international organisations that quality of ECEC (Early Childhood Education and Care), and ultimately the outcomes for children and families – especially disadvantaged ones – is dependent on well-educated and competent staff, and that a lack of higher pre-service training can be partly compensated by in-service training of a sufficient intensity and length. In this article an overview is given of three qualitative studies of the competences needed to work in ECEC with children and families at risk. These three studies focus on ECEC practitioners that have played an active role in a change process aimed at developing a new pedagogical approach to working with children and parents with disadvantaged backgrounds. The three studies also strengthen the view that pedagogical support, sustained over long periods of time and developed by specialized staff (such as pedagogical coaches), is seen as a successful way to develop reflective thinking on practice and to construct new knowledge and practices when working with families and children. To conclude, the article tries to define how in-service training can be organized in a comprehensive way.}},
author = {{Peeters, Jan and Sharmahd, Nima}},
editor = {{Bennett, John}},
issn = {{1350-293X}},
journal = {{EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL}},
keywords = {{early childhood education,professionalism,diversity,child poverty,disadvantaged children}},
language = {{eng}},
number = {{3}},
pages = {{412--424}},
title = {{Professional development for ECEC practitioners with resposibilities for children at risk: which competences and in-service training are needed?}},
url = {{http://doi.org/10.1080/1350293X.2014.912903}},
volume = {{22}},
year = {{2014}},
}
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