Reflections on Professionalism: Driving Forces that Refine and Shape Professional Practice
Author(s): Michael Reeda (firstname.lastname@example.org) & Rosie Walkera (email@example.com)
Source: Journal of Early Childhood Education Research; Vol 6(2), p. 177-187.
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Abstract: Early education systems in England require those who work alongside children to follow policies intended to promote quality early education and care. Their professional role is embedded into those systems and includes promoting integrated inter-professional working, safeguarding children’s welfare, supporting children to meet national early learning goals and promoting inclusive education. Their professional responsibilities include demonstrating sound pedagogical practice and a detailed developmental assessment of children. They are also asked to forge positive relationships with families and are accountable to parents and regulators. This paper provokes further thinking and exploration of these roles, responsibilities and relationships. It asks whether existing regulatory systems are the driving forces which shape professional practice and determine professionalism or if there is more to being a competent, adaptive, reflective early educator.
Author-Supplied Keywords: early childhood, professionalism, professional practice, educational quality, systems
ISSN-L: 2323-7414 online
Author Affiliation: aUniversity of Worcester, Institute of Education. Worcester, England