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Research Case studies

Longitudinal study on eliciting the professional knowledge for early childhood educators

Early years education requires an articulate, reflexive and highly qualified workforce, since the ability to evaluate and develop policy and practice are key to its claims to professionalism.

This empirical research longitudinal study elicited early years educators’ thinking about their professionalism, to promote recognition of the complexities of their roles and developed to a model of early years professionalism.
  • Brock, A. (2013) Building a model of early years professionalism from practitioners’ perspectives. Journal of Early Childhood Research. Volume 11.
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