Pedagogy, knowledge and collaboration: Towards a ground-up perspective on professionalism

European Early Childhood Education Research Journal

Volumn 16, Issue 2, 2008, Pages 171-185

  Dalli, Carmen ^a  

^a VICTORIA UNIVERSITY OF WELLINGTON   (New Zealand)

Author keywords

collaboration; New Zealand early childhood education; pedagogy; professionalism; specialist knowledge; teachers perspectives

Indexed keywords

EID: 77951032018     PISSN: 1350293X     EISSN: 17521807     Source Type: Journal    
DOI: 10.1080/13502930802141600     Document Type: Article

References (35)

1. Bennett, J., 2003. Starting strong. The persistent division between care and education. Journal of Early Childhood Research, 1 (1): 21–48.
2. Bruce, L., 2000. A debate on the professionalisation of early childhood education in Aotearoa New Zealand, Victoria University of Wellington, School of Education. Unpublished research paper for MEd degree
3. Cherrington, S., 2001. Dealing with difficult situations in early childhood education: Stories of professional practice, Wellington: Institute for Early Childhood Studies. Occasional Paper No. 10.
4. Cooper, D., Perceptions of issues in early childhood teacher education. Paper presented at the NZ Association for Research in Education Conference. December. New Zealand: University of Waikato.
5. Dalli, C., Are we a profession? The contribution of the national curriculum guidelines and the need for a code of ethics. Keynote address. Early childhood education: Papers presented at the CECUA National Curriculum Conference. October, Wellington. New Zealand Education Institute (NZEI).
6. Dalli, C., 2002. Being an early childhood teacher: Images of professional practice and professional identity during the experience of starting childcare. New Zealand Journal of Educational Studies, 37 (1): 73–85.
7. Dalli, C., The challenges of professionalism. Keynote address at the Early Childhood Council’s annual conference. April, Christchurch, New Zealand.
8. Dalli, C., Mothering, caring and professionalism in family day care: unpacking the debates in family day care. Paper presented at the 3rd International Family Day Care Conference. February19–23, Wellington, New Zealand.
9. Dalli, C., Teachers’ thinking about professionalism in early childhood practice. Paper presented at the EECERA conference. September1–4, Malta.
10. Dalli, C., 2006a. Redefining professionalism in early childhood practice: a ground-up approach. Views from teachers in care and education settings. Early Childhood Folio, 10: 6–11.
11. Dalli, C., 2006b. Re-visioning love and care in early childhood: Constructing the future of our profession. The First Years. New Zealand Journal of Infant and Toddler Education, 8 (1): 5–11.
12. Dalli, C., A day in the life of an early years practitioner: The New Zealand case study. Symposium presentation at 17th EECERA conference. August30, Prague, Czech Republic.
13. Dalli, C., and Cherrington, S., Survey of ethical concerns faced by early childhood educators in Aotearoa/New Zealand: preliminary results. Paper presented at the New Zealand Association for Research in Education Conference. December, Christchurch, New Zealand.
14. Dalli, C., and Mitchell, L., The early childhood code of ethics or how you can prise yourself from between a rock and a hard place. Keynote address. Proceedings of the 6th Early Childhood Convention 1. September5–8, Auckland, New Zealand. pp. 63–76.
15. Dalli, C., and Te One, S., 2003. Early childhood education in 2002: Pathways to the future. New Zealand Annual Review of Education, 12(2002): 177–202.
16. Dinniss, P., 1974. “ Professionalism in early childhood education: Some trends ”. In Trends and issues in early childhood education, Edited by: Bell, M., Dinniss, P.E., and McDonald, G., Wellington: New Zealand Council for Educational Research.
17. Everiss, E., and Dalli, C., 2003. “ Family day care in New Zealand: Issues of professionalism, training and quality ”. In Family Day Care: International Perspectives on Policy, Practice and Quality. Chapter 4, Edited by: Statham, J., and Mooney, A., 59–77. London: Jessica Kingsley Publishers.
18. Goldstein, L., 1998. More than gentle smiles and warm hugs: Applying the ethic of care to early childhood education. Journal of Research in Childhood Education, 12 (2): 244–71.
19. Goodfellow, J., 2001. Wise practice: The need to move beyond best practice in early childhood education. Australian Journal of Early Childhood Research, 26 (3): 1–6.
20. Katz, L., The nature of professions: Where is early childhood education? Address presented at the Early Childhood Organisation Conference in honour of Miss E. Marianne Parry, OBE, September, at Bristol Polytechnic, UK. Talks with teachers of young children. pp. 219–35. New Jersey: Ablex Publishing Corp.
21. Lieberman, M.H., 1956. Education as a profession, Englewood Cliffs, NJ: Prentice Hall.
22. May, H., 1987. Childcare activism in the seventies. Interview with Diulia Rendall. Childcare Quarterly, 7 (2): 22–31.
23. May, H., 2007. “Minding”, “working”, “teaching”: Childcare in Aotearoa/New Zealand, 1940s–2000s. Contemporary Issues in Early Childhood, 8 (2): 133–43.
24. Meade, A., 1988. Education to be more. Report of the Early Childhood Care and Education Working Group, Wellington: Government Print.
25. Ministry of Education. 1996. Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum, Wellington: Learning Media. http://www.minedu.govt.nz/web/downloadable/dl3567_v1/whariki.pdf
26. Ministry of Education. 2002. Pathways to the Future–Ngā Huarahi Arataki, Wellington: Learning Media.
27. Ministry of Education. 2005. Early childhood education funding handbook, Wellington: Resourcing Division, Ministry of Education.
28. Mitchell, L., and Wells, C., Negotiating pay parity in the early childhood sector. Proceedings of the Closing of the Gap Forum on Equal Pay. 1630172. pp. 163–172. Wellington: New Zealand Council of Trade Unions.
29. Mortimore, P., ed. 1999. Understanding pedagogy and its impact on learning, London: Paul Chapman Publishing.
30. Moss, P., 2000. Training and education of early childhood education and care staff. Report prepared for the Organisation for Economic Co-operation and Development (OECD), London: Thomas Coram Research Unit, Institute of Education, University of London.
31. Noddings, N., 1984. Caring: A feminine approach to ethics and moral education, Berkeley: University of California Press.
32. Organisation for Economic Co-operation and Development (OECD). 2001. Starting strong. Early childhood education and care, Paris: OECD.
33. Organisation for Economic Co-operation and Development (OECD). 2006. Starting strong II. Early childhood education and care, Paris: OECD.
34. Smith, A. B., 1988. Education and care components in New Zealand childcare centres and kindergartens. Australian Journal of Early Childhood, 13 (3): 31–36.
35. Strategic Plan Working Group. 2001. Strategic plan for early childhood education, Wellington: Ministry of Education.