The Competent System? A Critical Ecologic Perspective on Early Childhood Professionalism

• In Event: Roundtable Session 110
  In Roundtable Session: Reconceptualizing Quality and Fairness in Early Childhood Classrooms, Programs, and Systems

Abstract

This paper draws on the findings of an international study on ‘competence requirements in early childhood education and care’ (CORE) in Europe, conducted by the University of East London and the university of Ghent.
The project investigated professionalism and competence in ECEC from a systemic perspective, building, among others, on an emerging body of work that emphasises the complex and relational features of early childhood professional practice (Urban, 2007, 2008; Peeters, 2008; Miller, Dalli & Urban, forthcoming). The research was developed and carried out in close collaboration with key experts and representatives of professional networks across Europe.
The findings challenge prevailing narrow conceptualisations of ‘competence’ and provide practice-based evidence for the potential of a systemic reconceptualisation.

Author

• Mathias Urban, University of East London