International Journal of Elementary Education

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Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care

Received: 20 December 2018    Accepted: 29 January 2019    Published: 25 February 2019
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Abstract

Despite the relevance of early childhood services to children, families and nation states, the sector is largely undervalued and under resourced and, is not recognised as an established profession. Using collaborative auto ethnography, researchers from six different countries (Australia, Chile, England, Germany, Ireland and the United States) all members of the EECERA Professionalisation Special Interest Group (P-SIG) share their reflections on the professionalisation of early childhood. While professionalisation is associated with discretionary decision making that is premised upon an accepted body of knowledge, neoliberalism imposes constraints from on top, identifying through various forms of curricula, legislated standards, and policies what is appropriate and desirable practice. As a consequence, early childhood personnel are restricted in their professional agency and, their work is characterised by tension, as they strive to balance external expectations from a neoliberal stance and their own perspectives that prioritise a children’s rights perspective. This paper questions how the sector manages the constraints imposed on it in a neoliberal political and social world. It calls upon those in the profession to resist neoliberalism and, to make a stand in terms of what is considered best practice. It further argues that ongoing debate is required as to the boundaries of what would be called the early childhood profession: considerations of ways in which the different sectors (education, health, and welfare) contribute to a holistic approach in working with children balanced against the requirement for a profession to have an identified and discrete body of knowledge. The implications of this for professionalisation of early childhood are widespread and, worthy of debate. While the inclusion of different sectors for example, addresses the holistic nature of early childhood work, it risks creating a broad and diffused knowledge base that might make it difficult to claim professionalisation. We hope that this paper contributes to reenergizing conversations on the professionalisation of the early childhood sector.

DOI 10.11648/j.ijeedu.20190801.11
Published in International Journal of Elementary Education (Volume 8, Issue 1, March 2019)
Page(s) 1-10
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Early Childhood, Neoliberalism, Auto-Ethnography, Reflections, Professionalisation

References
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Author Information
  • Department Reflective Pedagogy of Early Childhood Studies, Mary Immaculate College, Limerick, Ireland

  • School of Education, University of New England, Armidale, New South Wales, Australia

  • Institut Für Sonderp?dagogik University of Hanover, Hanover, Germany

  • Department of Human Sciences, Ohio State University, Columbus, United States

  • School of Education, University of New England, Armidale, New South Wales, Australia

  • Department of Educational Studies, Macquarie University, Sydney, Australia

  • Faculty of Social Sciences, University of Nottingham, Nottingham, United Kingdom

  • School of Applied Science, London South Bank University, London, United Kingdom

  • Lakos, State Institute of Language Promotion in Early Childhood Education, Leipzig, Saxony, Germany

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  • APA Style

    Mary Moloney, Margaret Sims, Antje Rothe, Cynthia Buettner, Lisa Sonter, et al. (2019). Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care. International Journal of Elementary Education, 8(1), 1-10. https://doi.org/10.11648/j.ijeedu.20190801.11

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    ACS Style

    Mary Moloney; Margaret Sims; Antje Rothe; Cynthia Buettner; Lisa Sonter, et al. Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care. Int. J. Elem. Educ. 2019, 8(1), 1-10. doi: 10.11648/j.ijeedu.20190801.11

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    AMA Style

    Mary Moloney, Margaret Sims, Antje Rothe, Cynthia Buettner, Lisa Sonter, et al. Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care. Int J Elem Educ. 2019;8(1):1-10. doi: 10.11648/j.ijeedu.20190801.11

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  • @article{10.11648/j.ijeedu.20190801.11,
      author = {Mary Moloney and Margaret Sims and Antje Rothe and Cynthia Buettner and Lisa Sonter and Manjula Waniganayake and María-José Opazo and Pamela Calder and Sarah Girlich},
      title = {Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care},
      journal = {International Journal of Elementary Education},
      volume = {8},
      number = {1},
      pages = {1-10},
      doi = {10.11648/j.ijeedu.20190801.11},
      url = {https://doi.org/10.11648/j.ijeedu.20190801.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijeedu.20190801.11},
      abstract = {Despite the relevance of early childhood services to children, families and nation states, the sector is largely undervalued and under resourced and, is not recognised as an established profession. Using collaborative auto ethnography, researchers from six different countries (Australia, Chile, England, Germany, Ireland and the United States) all members of the EECERA Professionalisation Special Interest Group (P-SIG) share their reflections on the professionalisation of early childhood. While professionalisation is associated with discretionary decision making that is premised upon an accepted body of knowledge, neoliberalism imposes constraints from on top, identifying through various forms of curricula, legislated standards, and policies what is appropriate and desirable practice. As a consequence, early childhood personnel are restricted in their professional agency and, their work is characterised by tension, as they strive to balance external expectations from a neoliberal stance and their own perspectives that prioritise a children’s rights perspective. This paper questions how the sector manages the constraints imposed on it in a neoliberal political and social world. It calls upon those in the profession to resist neoliberalism and, to make a stand in terms of what is considered best practice. It further argues that ongoing debate is required as to the boundaries of what would be called the early childhood profession: considerations of ways in which the different sectors (education, health, and welfare) contribute to a holistic approach in working with children balanced against the requirement for a profession to have an identified and discrete body of knowledge. The implications of this for professionalisation of early childhood are widespread and, worthy of debate. While the inclusion of different sectors for example, addresses the holistic nature of early childhood work, it risks creating a broad and diffused knowledge base that might make it difficult to claim professionalisation. We hope that this paper contributes to reenergizing conversations on the professionalisation of the early childhood sector.},
     year = {2019}
    }
    

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    AU  - Mary Moloney
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