Attitudes and the early years workforce

J Georgeson, V Campbell-Barr

    Research output: Contribution to journalEditorial

    Abstract

    The European Reference Framework on Key Competences for Lifelong Learning defines competences as: ‘a combination of knowledge, skills and attitudes appropriate to the context’ (European Reference Framework on Key Competences for Lifelong Learning, European Commission 2007, 3). Although there has been considerable discussion about the knowledge and skills needed to work with young children (Competence Requirements in Early Childhood Education and Care. Final Report, Urban et al. 2011, European Commission. Foundations for Quality: the Independent Review of Early Education and Childcare Qualifications: Final Report, Nutbrown 2012, Department for Education), much less attention has been paid to how appropriate attitudes for early years contexts are developed. This is not because attitudes are considered unimportant; the literature abounds with mentions of a wide range of attitudinal competences: willingness to engage in emotional labour, thoughtfulness, patience, child-centredness, creativity, political awareness, enthusiasm, determination, sense of humour and passion. We aim through this Special Issue to highlight research into attitudes considered appropriate for the early years workforce and so generate debate about an aspect of the early years workforce that is often taken for granted.
    Original languageEnglish
    Pages (from-to)322
    Number of pages1
    JournalEarly Years
    Volume34
    Issue number3
    DOIs
    Publication statusPublished - 7 Aug 2014

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