1. Towards a Representative Workforce
ECS Year 3
17 March 216

2. Philosophies and Goals
All young children have a right to develop optimally
All children have a right to have their intrinsic worth as human beings recognized
All children have a right to have their learning facilitated by caring adults
Anything else?

3. High Quality Learning Environments
Reflect knowledge of and respect for the safety, physical well-being, intellectual stimulation, and social support of young children
Materials should be closely connected to the desired outcomes of high quality nursery education
The full development of the child that leads to later school success and competence in adult life

4. Developmentally Appropriate and Effective Pedagogy and Curriculum
Children are at the centre of early childhood education
Decisions about curriculum and pedagogy must be governed, first and foremost, by attention to the needs of children and families
Nursery education must be founded on an abiding respect for early childhood as a developmental period that has value in its own right rather than replicate the learning expected of formal, primary education

5. Attention to Typical and Special Needs
Young children need to have their basic needs met for potable water, food, shelter, clothing, and health care
Based on a growing body of research on brain development, it is essential that programmes provide the very young with essential nutrients (Maslow, McMillan)
The idea of “educare” (Vygotsky, Piaget)

6. Respect Families and Communities
empower children and families by forming a spirited commitment to social justice reflected through advocacy for children
adults assert the rights of children and families and accept personal responsibility for the educational, social, and civic climate of the nation (ie.England)
Strengthening the family–child bond, keeping families informed about programmes, and inviting families to participate in a variety of ways

7. Professionally Prepared Practitioners
Requires a heart for children and a commitment to caring
Children need warm and supportive interactions with adults
Sweden has a long history of a commitment to degree-qualified staff working with young children—this is not present in England
Do you think that a degree is necessary to work with young children?
In what ways can a degree develop an individual to become an early childhood pedagogue (educator)?
Are there any particular aspects of a degree that you feel are important?

8. Challenges
The field of preschool education worldwide is challenged by gender bias which assumes that only women are suited to caring for young children.
While there are some clear biological functions that account for the maternal role, what can be done to address the wider assumption that children and their care are regarded as women’s issues?

9. Economic bias--Female-dominated professions tend to be characterized by inadequate pay
Discuss this….

10. Historically, the care of young children has been treated as a natural outgrowth of maternal instincts, a role for which the rewards are intrinsic rather than material.
When salaries are low, payment is unpredictable, and opportunities for advancement are limited, many highly-qualified teachers will leave preschool care and education to seek employment in other fields.
How does this impact the experiences of young children?

11. Men in Early Years Education
What do you think are the barriers to men working in EYFS?
What ideas can you come up with to increase the number of men working in EYFS?
What do you think are the benefits of having more men working in EYFS?

12. Ensuring the Challenges are met
Gender
Culture
Education/training
Support
Anything else??

13. Care and Education of Young Children
Take out a sheet of paper. Draw two circles—one to represent care, the other to represent education. You may overlap the circles as much or as little as you like.
Consider why you have drawn them as you have.

14. Consider….
Have you drawn your circles the same size?
Does this reflect how you see care or education as being important?

15. The workforce should reflect the communities served
Ultimately….
The workforce should reflect the communities served