CARE - curriculum quality analysis and impact review of European ECEC: D3.1: Comparative review of professional development approaches

Publikation: Bog/antologi/afhandling/rapportRapportForskningpeer review

There are considerable variations in patterns of professional development among ECEC practioners in European countries with regard to both pre-service and in-service education and training. There exists a substantial body of literature and ongoing studies linking aspects of professional development to child outcomes including cognitive, language, social and emotional and educational development, as well as more general indicators of leaning and well-being. Research, mostly from the US, suggests that life-chances and child development are dependent on the quality of educational opportunities available for children from an early age, and thereby on the professional development of ECEC practioners. In European countries, the literature is more sparse, however results from this study, based on a comparative review of professional development systems and approaches in European countries, shows that it is possible to identify different ways for improving ECEC quality, both structurally and processually. We know from research, that processual quality, e.g. positive interactions between children and adults, is the most important factor to improving child outcomes in general and for socially disadvantaged children in particular. Results from this review showed that several initiatives have been taken to raise professionals' knowledge and skills, and overall competences to implement high quality interventions in day care. However findings also showed that resources and support at the policy or municipal level may be deficient or absent. Given the stimulus ignited by reported innovative approaches in the countries studied herein, resources and support for ECEC enhancement must be complemented by innovation in the system of professional development in ECEC.
The analyses identified different types of innovation in the professional development systems across Europe on three levels: a system, or macro level; a network, inter-organisational or meso level; and on an individual, organisational or micro level. Further, research and analyses have demonstrated the positive additionality of innovative approaches at these three levels, improving our understanding and effectiveness in ECEC professional capacities, leading to higher quality ECEC, and thereby improved child development. The WP3 case studies of innovative and exemplary approaches to the professionl development of ECEC practioners in Denmark, Italy and Poland will further shed light over this.
ForlagCARE Project
Antal sider154
Rekvirerende organCurriculum and Quality Analysis and Impact Review of European Early Childhood Educationa and Care
StatusUdgivet - 23 jun. 2015


  • Early childhood, Måling, Internationale komparative undersøgelser

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