Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care focuses on the professionalization of early childhood in Australia, Chile, England, Germany, Ireland and the United States.
The early years workforce in England from the Education Policy Institute (EPI) compares conditions and characteristics of childcare workers with those in occupations that are often regarded as career alternatives.
The report highlights several key findings:
The brief entitled, California’s ECE Workforce: What We Know Now and the Data Deficit That Remains,takes a look at three recent resources centered on the early childhood workforce in California. These include:
1) local workforce data sources from three counties;
2) annual federal data collected by the U.S. Bureau of Labor Statistics; and
3) California-specific data drawn from the 2012 National Survey of Early Care and Education
Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe: Findings from a comparative review explores innovation as an aspect of in-service continuous professional development in ECEC.
Early Childhood Care and Education in Five Asian Countries seeks to consolidate early childhood developments in Asia as a basis for The Head Foundations further research and advocacy in this area.
A general overview of the ECCE landscape in the Asia-Pacific region is introduced by this resource. Country profiles are included as a way to share data on individual countries. These country profiles are presented through five aspects:
The Working in Early Care and Education in North Carolina workforce study provides comprehensive data on teachers, assistant teachers and directors in early care and education centers and on the licensed early care and education programs in which they work.
Data is provided from statewide surveys of the workforce from September 2012 through February 2013.
Other workforce studies can be found via the website listed below.
The 2018 Fostering Effective Early Learning (FEEL) study focuses on the importance of quality, and how to strengthen it in early childhood education and care (ECEC) settings. Extensive research demonstrates that the benefits of ECEC for children are increased when the service provider and educators are highly skilled and participate in professional development (PD), and the service is of high quality.
Early Childhood Workforce Index 2018 is the second edition of the biennial Early Childhood Workforce Index from the Center for the Study of Child Care Employment at UC Berkeley. This edition continues to track the status of the early childhood education workforce and related state policies in order to understand changes over time. Several new analyses, as well as updated policy indicators and recommendations, have been added.
This report is the final report of the CARE project (Curriculum Quality Analysis and Impact Review of European ECEC). It aims to highlight priorities in ECEC professional development and develop recommendations regarding high-quality provisions for common EU policies. Six policy priorities are identified in throughout the report:
This report presents ‘good practice case studies’ of exemplary approaches to innovative in-service Professional Development (PD) of Early Childhood Education and Care (ECEC) practitioners in three countries: Denmark, Italy and Poland.
