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The forgotten ECEC staff working with birth-to-3-year-olds: The imbalances between the workforce policies and ECEC staff employment conditions in Spain

Corral-Granados, Anabel, Rogers, Chrissie, Kruse, Fredrik (2021) The forgotten ECEC staff working with birth-to-3-year-olds: The imbalances between the workforce policies and ECEC staff employment conditions in Spain. Management in Education, . ISSN 0892-0206. E-ISSN 1741-9883. (doi:10.1177/08920206211057979) (KAR id:93115)

Abstract

In response to an international focus on Early Childhood Education and Care (ECEC), Spanish scholars have recently started to explore the participation of early years practitioners in their educational organisations and their views on working conditions. However, a comprehensive review of the current challenges experienced by the Under 3 s early years educators and the examination of the imbalances in workforce policy and working conditions on literature, has thus far not been conducted. Three themes are identified related to the professional developmental path within the school settings that the Spanish ECEC educators follow. The first relates to the educators’ initial ECEC education and training, who the staff caring for this age group are, and how prepared they are. The second is linked to the ECEC programs available for children from birth until they reach three years, and how and where the inclusive programs are delivered to this age group, as well as the early years educators’ working conditions and the impact of the professional roles. Whereas the third relates to in-service professional development derived from interaction and collective learning. The article concludes with suggestions on how the practitioners’ professional development could operationalise policy requirements in order to achieve more inclusive and child-centred learning.

Item Type: Article
DOI/Identification number: 10.1177/08920206211057979
Uncontrolled keywords: early childhood educators, working conditions, early childhood educators, professional development, professional learning community, inclusive education
Subjects: H Social Sciences > H Social Sciences (General)
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Tizard
Depositing User: Christine Rogers
Date Deposited: 10 Feb 2022 09:15 UTC
Last Modified: 15 Nov 2022 12:27 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/93115 (The current URI for this page, for reference purposes)

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