Early childhood education for sustainability in the United Kingdom: Generating professional capital

Author(s):  
Elizabeth Adamson

Once considered the preserve of the wealthy, nanny care has grown in response to changes in the labour market, including the rising number of mothers with young children, and increases in non-standard work patterns. This book examines the place of in-home childcare, commonly referred to as care by nannies, in Australia, the United Kingdom and Canada since the 1970s. In contrast to childminding or family day care provided in the home of the carer, in-home care takes place in the child’s home. The research extends beyond the early childhood education and care domain to consider how migration policy facilitates the provision of childcare in the private home. New empirical research is presented about in-home childcare in Australia, the United Kingdom and Canada, three countries where governments are pursuing new ways to support the recruitment of in-home childcare workers through funding, regulation and migration. The compelling policy story that emerges illustrates the implications of different mechanisms for facilitating in-home childcare - for families and for care workers. It proposes that these differences are shaped by both structural and normative understandings about appropriate forms of care that cut across gender, class/socioeconomic status and race/migration. Overall, it argues that greater attention needs to be given to the way childcare work in the private home is situated across ECEC and migration policy.


2011 ◽  
Vol 2 ◽  
Author(s):  
Ingela Naumann

Extensive public debate is being waged across mature welfare states as to whether social services are best provided by the state or the market. This article examines developments in Early Childhood Education and Care (ECEC) policy in Sweden and the United Kingdom, identifying trends towards marketization and universalization of ECEC that suggest a complex picture of competing policy logics and goals in the restructuring of welfare states. This article first discusses two models of early-years provision, the market model, and the universal model, outlining underlying assumptions, tensions, and implications of market and state provision of ECEC. A comparison of recent reforms in Sweden and the UK highlights how similar ideas and trends play out differently in different national contexts. In Sweden an integrated public ‘educare' programme gradually developed over time, and market mechanisms introduced in the 1990s have so far had limited effect on the system overall. In the UK ideas about universal early childhood education became influential as part of a new social-investment agenda in the 1990s but have, owing to their restricted implementation, not fundamentally altered the existing childcare market. Historical policy trajectories continue to matter, yet tensions and incoherencies between policies can open spaces for change.


2012 ◽  
Vol 13 (4) ◽  
pp. 344-347 ◽  
Author(s):  
Beverley Clark

This article examines small-scale research into what passion might mean to early childhood teachers in the context of Aotearoa New Zealand. The catalyst for this research was twofold: Moyles' work in the United Kingdom on passion, professionalism and paradox, and the author's personal encounters with the distinct views in the teaching community on the relevance of passion for teaching. While on a small scale, this research is significant as it explores a term that is widely used in many contexts, particularly in relation to teaching. The research examines the interpretation of this concept in the context for teaching in early childhood education (ECE) settings in Aotearoa New Zealand and it will form the basis for further, wider research on this topic in 2012.


2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.


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