H2020Индивидуална стипендия2015–2017

ECECWorkforce · Knowledge, Skills and Attitudinal Competences for Quality Early childhood Education and Care

„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“

Период: 2015-09-01 → 2017-02-28
Финансиране от ЕС: 109 679 €
Участници: 1
Схема: MSCA-IF-EF-ST

Линиите свързват координатора с партньорите.

Накратко на български

Квалификациите на педагозите в ранното детство, като необходимите знания и умения, се анализират в няколко европейски държави. Това помага да се разбере как първоначалното обучение на персонала влияе върху качеството на грижата и развитието на децата.

Този кратък обзор е генериран от изкуствен интелект

Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.

Резултати накратко

Knowledge, Skills and Attitudinal Competences for Quality Early childhood Education and Care

Quality early childhood education and care (ECEC) is established as supporting the holistic development of children, with the initial training of the workforce being central to quality. However, what the structure and content of initial qualifications should be to secure quality ECEC remains unknown (Early et al. 2006; Fukkink and Lont 2007). European Key Competences for Lifelong Learning provide a European-level reference tool for education providers, including those providing initial training for future members of the ECEC workforce, to develop “a combination of knowledge, skills and attitudes appropriate to the context” (European Commission 2007). The research undertaken therefore examined: The knowledge, skills and attitudes needed for working in ECEC and the role of Higher Education (HE) in developing these in ECEC pedagogues. To meet this objective the project was divided into four research questions: • What are the qualification requirements of the ECEC workforce across European Member states (HE and otherwise) and how do they relate to data on child outcomes? • What are the qualification requirements and content in regards to the knowledge, skills and attitudinal competences they uphold in seven selected European Member states? • What knowledge, skills and attitudes do Hungarian stakeholders identify as appropriate for ECEC pedagogues and how do they think they are developed? • What are the delivery methods and practices of ECEC HE qualifications for developing the knowledge, skills and attitudinal competence at a Hungarian university? Hungary has had HE level initial training for those working with children from three to school age since 1958 (Oberhuemer et al. 2010) with pedagogical ideals of child loving adults, who provide nurturing environments to support children’s holistic development (Brayfield and Korintus 2011; Korintus 2008). Both characteristics provide points of interest in exploring the knowledge, skills and attitudes required for a quality ECEC workforce. The research provides an important contribution to both enhancing understandings of what is required of the ECEC workforce and how they acquire the identified attributes, contributing to debates professionalism and competences for ECEC.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз

Цел на проекта

The education and training of the Early Childhood Education and Care (ECEC) workforce is of prime importance as it equips practitioners with the knowledge, skills and attitudinal competences needed to work with children. Training supports them in creating quality environments for children to enhance the quality of provision and subsequent child outcomes. The research is timely with the increased interest in the benefits of quality ECEC for supporting the holistic development of children, but with a need to understand more about the role of the workforce in this. Whilst qualifications have been established as important for the quality of ECEC, little is known about the nature of the qualifications and the role that they play in developing the knowledge, skills and attitudinal competences needed to best enhance the quality of ECEC provision. The research will focus on ECEC qualification requirements, structure, content and characteristics across Europe. The project will analyse (via secondary data) the qualification requirements across Europe, the composition of the qualifications and their relationship to child outcomes. This macro level analysis will be supported by a detailed investigation (via empirical research) into the delivery of qualifications and the role they play in developing the knowledge, skills and attitudinal competences appropriate to the context. The detailed investigation of qualifications will consider the formulation, delivery, experiences and application of ECEC higher education training in the host’s institution, selected for its expertise in training kindergarten pedagogues in Hungary. ECEC in Hungary is under explored, whilst also offering an interesting case to study due to how its history, market composition and quantity of provision contrast with those experienced by the Fellow in the UK. Pertinent for this research is emerging evidence on the divergent views of the knowledge, skills and attitudinal competences needed to work in ECEC.

Оригинален текст от CORDIS (на английски).

Участници

DEBRECENI EGYETEM · DebrecenКоординаторУнгария