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g$"۰Vij nR'Zϸ#5ŚƵ H P = ( H G - Background: The Strategies for Change project * . P
$ C r o s s - n a t i o n a l s t u d i e s o f e a r l y c h i l d h o o d c a n l o s e s i g h t o f t h e c h i l d ( M o s s 2 0 0 1 )
T h e y a r e a l s o a t r i s k o f l o s i n g s i g h t o f p r a c t i t i o n e r s
E C C E h a s m o v e d u p n a t i o n a l a n d E u r o p e a n p o l i c y a g e n d a s , d r i v e n b y c o m m o n c o n c e r n s
E m p l o y m e n t
C o m p e t i t i v e n e s s
D i v e r s i t y a n d E q u a l i t y
C h i l d r e n s r i g h t s
S o c i a l i n c l u s i o n
T h e r e i s a c o n s e n s u s o n t h e o v e r a l l g o a l s b u t i t d o e s n o t e x t e n d t o h o w t o a c h i e v e t h e s e g o a l s P U a H U a F
K - Background: The Strategies for Change project * . P
n T h e f i e l d i s b e c o m i n g i n c r e a s i n g l y d i v e r s e &
t h e p o p u l a t i o n s o f O E C D c o u n t r i e s a l s o a r e b e c o m i n g i n c r e a s i n g l y h e t e r o g e n e o u s a s a r e s u l t o f i m m i g r a t i o n , t h e a r r i v a l o f r e f u g e e s a n d a s y l u m s e e k e r s , a n d e c o n o m i c m i g r a n t s s e e k i n g w o r k i n c o u n t r i e s w i t h l a b o u r s h o r t a g e .
t h e n e e d f o r e a r l y c h i l d h o o d s t a f f a n d p r o v i s i o n t o v a l u e a n d r e s p o n d t o t h e n e e d s o f e t h n i c a l l y , c u l t u r a l l y , a n d l i n g u i s t i c a l l y d i v e r s e f a m i l i e s r e m a i n s a c h a l l e n g e i n m a n y c o u n t r i e s . ( O E C D 2 0 0 1 )
W o r k f o r c e i s c e n t r a l f o r a c h i e v i n g p o l i c y g o a l s o f i n c r e a s i n g b o t h q u a n t i t y a n d q u a l i t y o f p r o v i s i o n ( O b e r h u e m e r 2 0 0 0 , 2 0 0 5 ; S i r a j - B l a t c h f o r d 2 0 0 2 ; D a l l i 2 0 0 3 ; M a c N a u g h t o n 2 0 0 5 )
M o s t c o u n t r i e s f a c e m a j o r w o r k f o r c e c h a l l e n g e s
n - P P 2 P P 2 P - e N / :
6 H 3 Strategies for Change: Project goals and objectives H
What drives change at the national (macro) and local (micro) levels of the early years systems?
What is the conceptualisation of, and the role given to the workforce?
$ P P z Project partners:
Thomas Coram Research Unit (TCRU), Institute of Education, London (Prof. Peter Moss)
Participating countries: (pilot phase)
Ireland
England
Flanders
Australia
New Zealand Z U Z Z ' Z / Z U ' / 2
I 4 General project design: Focus on processes of change $ 5 ! P R macro-layer
Policy documents
Strategic plans
Quality frameworks
National curricula , G N
J Main strands / guiding questions How to change a stagnant system into one that is dynamic and has the assent of the children, the families, the public and the political establishment? ! R Advocacy
How is public discourse informed about rights and interest of children, diversity issues, socio-economic rationale for services etc.?
Leadership
How is strong political leadership encouraged - and resourced - to lead change?
Change Agents
How can a critical mass of change agents be achieved?
Institutional Barriers
How can institutional obstacles and frictions within the sector be minimised?
Linking research to policy and practice development
How can the emergence of a strong research community be nurtured?
Z Z Z Q Z Z 7 Z Z N Z 4 Z B Z Z Q 7 N 4 B &
L S Changing Habit(u)s. Perspectives on Change, Resistance and Professional Development T T Z
W o r k f o r c e i s c e n t r a l f o r a c h i e v i n g p o l i c y g o a l s o f i n c r e a s i n g b o t h q u a n t i t y a n d q u a l i t y o f p r o v i s i o n ( O b e r h u e m e r 2 0 0 0 , S i r a j - B l a t c h f o r d 2 0 0 2 , D a l l i 2 0 0 3 , M a c N a u g h t o n 2 0 0 5 )
M o s t c o u n t r i e s f a c e m a j o r w o r k f o r c e c h a l l e n g e s
S p l i t b e t w e e n c a r e a n d e d u c a t i o n
C h i l d c a r e w o r k e r s t y p i c a l l y p o o r l y e d u c a t e d a n d b a d l y p a i d
T h e w o r k i s i n c r e a s i n g l y d e m a n d i n g a n d c o m p l e x
* l P e H | f
E 7 Two conceptualisations of the early childhood workforce l T h e e x p e r t m o d e l
a c e r t a i n b a s e o f k n o w l e d g e ( s c i e n c e )
t r a n s l a t e d i n t o t e c h n o l o g y
c o n v e r t e d i n t o s k i l l s
k n o w l e d g e a n d t r u t h l i n k e d t o m a i n t a i n i n g s y s t e m s o f p o w e r
u n d e r l y i n g d i s c o u r s e :
c e r t a i n t y ,
p r e d e t e r m i n e d o u t c o m e s
| P P P 8 P P # T h e p r o f e s s i o n a l m o d e l
I n d i v i d u a l s c o - c o n s t r u c t i n g p r o f e s s i o n a l e t h o s a n d k n o w l e d g e ( s )
K n o w l e d g e n o t s i m p l y ' a p p l i e d b u t c o n s t a n t l y ( r e - ) i n v e n t e d i n c o m p l e x s i t u a t i o n s
B a s e d o n w o r k i n g r e l a t i o n s h i p s w i t h a u t o n o m o u s o t h e r s
u n d e r l y i n g d i s c o u r s e :
u n c e r t a i n t y , a m b i g u i t y ,
d i a l o g u e ,
u n t e s t e d f e a s i b i l i t i e s
W e a r e n o t s o l v i n g p r o b l e m s , w e a r e m a n a g i n g m e s s e s ( D o n a l d E . S c h n )
P P R P P H P P ; 5
N ^ P r o f e s s i o n a l l e a r n i n g k e e p i n g t h e f u t u r e o p e n 0
N o w , w i t h o u r g r e a t e r u n d e r s t a n d i n g o f t h e p r o c e s s , w e m u s t c u l t i v a t e t h e m o s t f l e x i b l e a n d c o m p l e x p a r t o f t h e s y s t e m t h e b e h a v i o u r o f a d u l t s . W e m u s t , i n f a c t , t e a c h o u r s e l v e s h o w t o a l t e r a d u l t b e h a v i o u r s o t h a t w e c a n g i v e u p p o s t f i g u r a t i v e u p b r i n g i n g , [ & ] a n d d i s c o v e r p r e f i g u r a t i v e w a y s o f t e a c h i n g a n d l e a r n i n g t h a t w i l l k e e p t h e f u t u r e o p e n . M a r g a r e t M e a d 1 9 7 8
6 u b
P Critical thinking (1) Q & Vygotsky: Zone of proximal development d E d u c a t i o n m u s t b e b a s e d o n t h e s t u d e n t s o w n a c t i v i t y a n d s h o u l d i n v o l v e n o t h i n g m o r e t h a n g u i d i n g a n d m o n i t o r i n g t h i s a c t i v i t y . I n t h e i n t e r a c t i o n w i t h c h i l d r e n t h e t e a c h e r s h o u l d o p e n a z o n e o f p r o x i m a l d e v e l o p m e n t
V y g o t s k y 1 9 7 8 / v a n O e r s 2 0 0 3
& t h e c h i l d i s e n g a g e d i n a p a r t i c u l a r k i n d o f m e a n i n g f u l a c t i v i t y , i n w h i c h h e o r s h e w a n t s t o p a r t i c i p a t e , b u t c a n n o t y e t c a r r y o u t a l l a c t i o n s i n d e p e n d e n t l y .
v a n O e r s 1 9 9 5 , 2 0 0 3 t P 0 ` Z V * Creating Zones of Professional Development $ +
+
H o w c a n p r a c t i t i o n e r s a n d s t u d e n t s b e c o m e e n g a g e d i n m e a n i n g f u l a c t i v i t i e s ?
H o w c a n t h e y b e g u i d e d a n d m o n i t o r e d i n a p r o c e s s o f r e c i p r o c a l m e a n i n g m a k i n g ?
H o w c a n t h e y b e e n c o u r a g e d t o c r e a t e c h a n g e ? H 5 B - W [ & ] c r e a t i v e p e o p l e , w h o a r e c h a n g e a g e n t s , b e c a u s e t h e p e o p l e o n t h e g r o u n d h a v e t h e o p p o r t u n i t y t o r e f l e c t , t h e y g e t a s s i s t a n c e w i t h p e o p l e a l o n g s i d e t h e m d o i n g a d d i t i o n a l s u p p o r t o f t h e i r n o r m a l w o r k s o t h a t t h e y c a n s t a n d b a c k a n d r e f l e c t , w r i t e u p , d i s s e m i n a t e w h a t t h e y r e t h i n k i n g a b o u t .
[ & ] w e i d e n t i f y p e o p l e , w h o h a v e p r o m i s e a n d w e t r y a n d i n d u c t t h e m i n t o t h e n e x t a c a d e m i c l a y e r . I t h i n k t h a t s r e a l l y i m p o r t a n t .
( s t r a t 4 c h a n g e N e w Z e a l a n d ) L ( : ( X T h e d i s r u p t i o n o f t h e b i n a r y b e t w e e n r e s e a r c h a n d p r a c t i c e i s h a p p e n i n g . I d o n t k n o w w h e r e i t w i l l t a k e u s , b u t I t h i n k , i t w i l l t a k e u s i n g o o d d i r e c t i o n s . ( s t r a t 4 c h a n g e , A u s t r a l i a )
A n d t h a t a l l c r e a t e s a n e n v i r o n m e n t , a n e t h o s o f r e f l e c t i o n a n d w i l l i n g n e s s t o c o n s i d e r a l t e r n a t i v e s b e y o n d c u r r e n t p r a c t i c e . ( s t r a t 4 c h a n g e , N e w Z e a l a n d )
V X X U V Critical thinking (2): transformative approaches to research and professional learning & W @ ~
T The reason life is so strange is that we have simply no idea what is around the next corner, something most of us have learned to forget.
Colum McCann, Zoli 4 " @ / D ! " # % ' ( + , - . /
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t h e n e e d f o r e a r l y c h i l d h o o d s t a f f a n d p r o v i s i o n t o v a l u e a n d r e s p o n d t o t h e n e e d s o f e t h n i c a l l y , c u l t u r a l l y , a n d l i n g u i s t i c a l l y d i v e r s e f a m i l i e s r e m a i n s a c h a l l e n g e i n m a n y c o u n t r i e s . ( O E C D 2 0 0 1 )
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6 H 3 Strategies for Change: Project goals and objectives H
What drives change at the national (macro) and local (micro) levels of the early years systems?
What is the conceptualisation of, and the role given to the workforce?
$ P P z Project partners:
Thomas Coram Research Unit (TCRU), Institute of Education, London (Prof. Peter Moss)
Participating countries: (pilot phase)
Ireland
England
Flanders
Australia
New Zealand Z U Z Z ' Z / Z U ' / 2
I 4 General project design: Focus on processes of change $ 5 ! P R macro-layer
Policy documents
Strategic plans
Quality frameworks
National curricula , G N
J Main strands / guiding questions How to change a stagnant system into one that is dynamic and has the assent of the children, the families, the public and the political establishment? ! R Advocacy
How is public discourse informed about rights and interest of children, diversity issues, socio-economic rationale for services etc.?
Leadership
How is strong political leadership encouraged - and resourced - to lead change?
Change Agents
How can a critical mass of change agents be achieved?
Institutional Barriers
How can institutional obstacles and frictions within the sector be minimised?
Linking research to policy and practice development
How can the emergence of a strong research community be nurtured?
Z Z Z Q Z Z 7 Z Z N Z 4 Z B Z Z Q 7 N 4 B &
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N o w , w i t h o u r g r e a t e r u n d e r s t a n d i n g o f t h e p r o c e s s , w e m u s t c u l t i v a t e t h e m o s t f l e x i b l e a n d c o m p l e x p a r t o f t h e s y s t e m t h e b e h a v i o u r o f a d u l t s . W e m u s t , i n f a c t , t e a c h o u r s e l v e s h o w t o a l t e r a d u l t b e h a v i o u r s o t h a t w e c a n g i v e u p p o s t f i g u r a t i v e u p b r i n g i n g , [ & ] a n d d i s c o v e r p r e f i g u r a t i v e w a y s o f t e a c h i n g a n d l e a r n i n g t h a t w i l l k e e p t h e f u t u r e o p e n . M a r g a r e t M e a d 1 9 7 8
6 u b
P Critical thinking (1) Q & Vygotsky: Zone of proximal development d E d u c a t i o n m u s t b e b a s e d o n t h e s t u d e n t s o w n a c t i v i t y a n d s h o u l d i n v o l v e n o t h i n g m o r e t h a n g u i d i n g a n d m o n i t o r i n g t h i s a c t i v i t y . I n t h e i n t e r a c t i o n w i t h c h i l d r e n t h e t e a c h e r s h o u l d o p e n a z o n e o f p r o x i m a l d e v e l o p m e n t
V y g o t s k y 1 9 7 8 / v a n O e r s 2 0 0 3
& t h e c h i l d i s e n g a g e d i n a p a r t i c u l a r k i n d o f m e a n i n g f u l a c t i v i t y , i n w h i c h h e o r s h e w a n t s t o p a r t i c i p a t e , b u t c a n n o t y e t c a r r y o u t a l l a c t i o n s i n d e p e n d e n t l y .
v a n O e r s 1 9 9 5 , 2 0 0 3 t P 0 ` Z V * Creating Zones of Professional Development $ +
+
H o w c a n p r a c t i t i o n e r s a n d s t u d e n t s b e c o m e e n g a g e d i n m e a n i n g f u l a c t i v i t i e s ?
H o w c a n t h e y b e g u i d e d a n d m o n i t o r e d i n a p r o c e s s o f r e c i p r o c a l m e a n i n g m a k i n g ?
H o w c a n t h e y b e e n c o u r a g e d t o c r e a t e c h a n g e ? H 5 B - W [ & ] c r e a t i v e p e o p l e , w h o a r e c h a n g e a g e n t s , b e c a u s e t h e p e o p l e o n t h e g r o u n d h a v e t h e o p p o r t u n i t y t o r e f l e c t , t h e y g e t a s s i s t a n c e w i t h p e o p l e a l o n g s i d e t h e m d o i n g a d d i t i o n a l s u p p o r t o f t h e i r n o r m a l w o r k s o t h a t t h e y c a n s t a n d b a c k a n d r e f l e c t , w r i t e u p , d i s s e m i n a t e w h a t t h e y r e t h i n k i n g a b o u t .
[ & ] w e i d e n t i f y p e o p l e , w h o h a v e p r o m i s e a n d w e t r y a n d i n d u c t t h e m i n t o t h e n e x t a c a d e m i c l a y e r . I t h i n k t h a t s r e a l l y i m p o r t a n t .
( s t r a t 4 c h a n g e N e w Z e a l a n d ) L ( : ( X T h e d i s r u p t i o n o f t h e b i n a r y b e t w e e n r e s e a r c h a n d p r a c t i c e i s h a p p e n i n g . I d o n t k n o w w h e r e i t w i l l t a k e u s , b u t I t h i n k , i t w i l l t a k e u s i n g o o d d i r e c t i o n s . ( s t r a t 4 c h a n g e , A u s t r a l i a )
A n d t h a t a l l c r e a t e s a n e n v i r o n m e n t , a n e t h o s o f r e f l e c t i o n a n d w i l l i n g n e s s t o c o n s i d e r a l t e r n a t i v e s b e y o n d c u r r e n t p r a c t i c e . ( s t r a t 4 c h a n g e , N e w Z e a l a n d )
V X X U V Critical thinking (2): transformative approaches to research and professional learning & W @ ~
T The reason life is so strange is that we have simply no idea what is around the next corner, something most of us have learned to forget.
Colum McCann, Zoli 4 " @ / D ! " # % ' ( + , - . / r 3 E 1 \ (
! / 0 D A r i a l y H a n d I T C T T Hz ܖ 0ܖ " D
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/ Bildschirmprsentation
Arial Verdana Times New Roman
Wingdings Comic Sans MS Bradley Hand ITC Profil V ZOP: Critical thinking, untested feasibilities and Zones of Professional Developmewnt . Background: The Strategies for Change project . Background: The Strategies for Change project 4 Strategies for Change: Project goals and objectives 5 General project design: Focus on processes of change Main strands / guiding questions How to change a stagnant system into one that is dynamic and has the assent of the children, the families, the public and the political establishment? T Changing Habit(u)s. Perspectives on Change, Resistance and Professional Development 8 Two conceptualisations of the early childhood workforce 0 Professional learning keeping the future open Critical thinking (1) ' Vygotsky: Zone of proximal development + Creating Zones of Professional Development Folie 13 Folie 14 W Critical thinking (2): transformative approaches to research and professional learning Folie 16 Verwendete Schriftarten Entwurfsvorlage Folientitel e a r l y c h i l d h o o d s t a f f a n d p r o v i s i o n t o v a l u e a n d r e s p o n d t o t h e n e e d s o f e t h n i c a l l y , c u l t u r a l l y , a n d l i n g u i s t i c a l l y d i v e r s e f a m i l i e s r e m a i n s a c h a l l e n g e i n m a n y c o u n t r i e s . ( O E C D 2 0 0 1 )
W o r k f o r c e i s c e n t r a l f o r a c h i e v i n g p o l i c y g o a l s o f i n c r e a s i n g b o t h q u a n t i t y a n d q u a l i t y o f p r o v i s i o n ( O b e r h u e m e r 2 0 0 0 , 2 0 0 5 ; S i r a j - B l a t c h f o r d 2 0 0 2 ; D a l l i 2 0 0 3 ; M a c N a u g h t o n 2 0 0 5 )
M o s t c o u n t r i e s f a c e m a j o r w o r k f o r c e c h a l l e n g e s
n - P P 2 P P 2 P - e N / :
6 H 3 Strategies for Change: Project goals and objectives H
What drives change at the national (macro) and local (micro) levels of the early years systems?
What is the conceptualisation of, and the role given to the workforce?
$ P P z Project partners:
Thomas Coram Research Unit (TCRU), Institute of Education, London (Prof. Peter Moss)
Participating countries: (pilot phase)
Ireland
England
Flanders
Australia
New Zealand Z U Z Z ' Z / Z U ' / 2
I 4 General project design: Focus on processes of change $ 5 ! P R macro-layer
Policy documents
Strategic plans
Quality frameworks
National curricula , G N
J Main strands / guiding questions How to change a stagnant system into one that is dynamic and has the assent of the children, the families, the public and the political establishment? ! R Advocacy
How is public discourse informed about rights and interest of children, diversity issues, socio-economic rationale for services etc.?
Leadership
How is strong political leadership encouraged - and resourced - to lead change?
Change Agents
How can a critical mass of change agents be achieved?
Institutional Barriers
How can institutional obstacles and frictions within the sector be minimised?
Linking research to policy and practice development
How can the emergence of a strong research community be nurtured?
Z Z Z Q Z Z 7 Z Z N Z 4 Z B Z Z Q 7 N 4 B &
L S Changing Habit(u)s. Perspectives on Change, Resistance and Professional Development T T Z
W o r k f o r c e i s c e n t r a l f o r a c h i e v i n g p o l i c y g o a l s o f i n c r e a s i n g b o t h q u a n t i t y a n d q u a l i t y o f p r o v i s i o n ( O b e r h u e m e r 2 0 0 0 , S i r a j - B l a t c h f o r d 2 0 0 2 , D a l l i 2 0 0 3 , M a c N a u g h t o n 2 0 0 5 )
M o s t c o u n t r i e s f a c e m a j o r w o r k f o r c e c h a l l e n g e s
S p l i t b e t w e e n c a r e a n d e d u c a t i o n
C h i l d c a r e w o r k e r s t y p i c a l l y p o o r l y e d u c a t e d a n d b a d l y p a i d
T h e w o r k i s i n c r e a s i n g l y d e m a n d i n g a n d c o m p l e x
* l P e H | f
E 7 Two conceptualisations of the early childhood workforce l T h e e x p e r t m o d e l
a c e r t a i n b a s e o f k n o w l e d g e ( s c i e n c e )
t r a n s l a t e d i n t o t e c h n o l o g y
c o n v e r t e d i n t o s k i l l s
k n o w l e d g e a n d t r u t h l i n k e d t o m a i n t a i n i n g s y s t e m s o f p o w e r
u n d e r l y i n g d i s c o u r s e :
c e r t a i n t y ,
p r e d e t e r m i n e d o u t c o m e s
| P P P 8 P P # T h e p r o f e s s i o n a l m o d e l
I n d i v i d u a l s c o - c o n s t r u c t i n g p r o f e s s i o n a l e t h o s a n d k n o w l e d g e ( s )
K n o w l e d g e n o t s i m p l y ' a p p l i e d b u t c o n s t a n t l y ( r e - ) i n v e n t e d i n c o m p l e x s i t u a t i o n s
B a s e d o n w o r k i n g r e l a t i o n s h i p s w i t h a u t o n o m o u s o t h e r s
u n d e r l y i n g d i s c o u r s e :
u n c e r t a i n t y , a m b i g u i t y ,
d i a l o g u e ,
u n t e s t e d f e a s i b i l i t i e s
W e a r e n o t s o l v i n g p r o b l e m s , w e a r e m a n a g i n g m e s s e s ( D o n a l d E . S c h n )
P P R P P H P P ; 5
N ^ P r o f e s s i o n a l l e a r n i n g k e e p i n g t h e f u t u r e o p e n 0
N o w , w i t h o u r g r e a t e r u n d e r s t a n d i n g o f t h e p r o c e s s , w e m u s t c u l t i v a t e t h e m o s t f l e x i b l e a n d c o m p l e x p a r t o f t h e s y s t e m t h e b e h a v i o u r o f a d u l t s . W e m u s t , i n f a c t , t e a c h o u r s e l v e s h o w t o a l t e r a d u l t b e h a v i o u r s o t h a t w e c a n g i v e u p p o s t f i g u r a t i v e u p b r i n g i n g , [ & ] a n d d i s c o v e r p r e f i g u r a t i v e w a y s o f t e a c h i n g a n d l e a r n i n g t h a t w i l l k e e p t h e f u t u r e o p e n . M a r g a r e t M e a d 1 9 7 8
6 u b
P Critical thinking (1) Q & Vygotsky: Zone of proximal development d E d u c a t i o n m u s t b e b a s e d o n t h e s t u d e n t s o w n a c t i v i t y a n d s h o u l d i n v o l v e n o t h i n g m o r e t h a n g u i d i n g a n d m o n i t o r i n g t h i s a c t i v i t y . I n t h e i n t e r a c t i o n w i t h c h i l d r e n t h e t e a c h e r s h o u l d o p e n a z o n e o f p r o x i m a l d e v e l o p m e n t
V y g o t s k y 1 9 7 8 / v a n O e r s 2 0 0 3
& t h e c h i l d i s e n g a g e d i n a p a r t i c u l a r k i n d o f m e a n i n g f u l a c t i v i t y , i n w h i c h h e o r s h e w a n t s t o p a r t i c i p a t e , b u t c a n n o t y e t c a r r y o u t a l l a c t i o n s i n d e p e n d e n t l y .
v a n O e r s 1 9 9 5 , 2 0 0 3 t P 0 ` Z V * Creating Zones of Professional Development $ +
+
H o w c a n p r a c t i t i o n e r s a n d s t u d e n t s b e c o m e e n g a g e d i n m e a n i n g f u l a c t i v i t i e s ?
H o w c a n t h e y b e g u i d e d a n d m o n i t o r e d i n a p r o c e s s o f r e c i p r o c a l m e a n i n g m a k i n g ?
H o w c a n t h e y b e e n c o u r a g e d t o c r e a t e c h a n g e ? H 5 B - W [ & ] c r e a t i v e p e o p l e , w h o a r e c h a n g e a g e n t s , b e c a u s e t h e p e o p l e o n t h e g r o u n d h a v e t h e o p p o r t u n i t y t o r e f l e c t , t h e y g e t a s s i s t a n c e w i t h p e o p l e a l o n g s i d e t h e m d o i n g a d d i t i o n a l s u p p o r t o f t h e i r n o r m a l w o r k s o t h a t t h e y c a n s t a n d b a c k a n d r e f l e c t , w r i t e u p , d i s s e m i n a t e w h a t t h e y r e t h i n k i n g a b o u t .
[ & ] w e i d e n t i f y p e o p l e , w h o h a v e p r o m i s e a n d w e t r y a n d i n d u c t t h e m i n t o t h e n e x t a c a d e m i c l a y e r . I t h i n k t h a t s r e a l l y i m p o r t a n t .
( s t r a t 4 c h a n g e N e w Z e a l a n d ) L ( : ( X T h e d i s r u p t i o n o f t h e b i n a r y b e t w e e n r e s e a r c h a n d p r a c t i c e i s h a p p e n i n g . I d o n t k n o w w h e r e i t w i l l t a k e u s , b u t I t h i n k , i t w i l l t a k e u s i n g o o d d i r e c t i o n s . ( s t r a t 4 c h a n g e , A u s t r a l i a )
A n d t h a t a l l c r e a t e s a n e n v i r o n m e n t , a n e t h o s o f r e f l e c t i o n a n d w i l l i n g n e s s t o c o n s i d e r a l t e r n a t i v e s b e y o n d c u r r e n t p r a c t i c e . ( s t r a t 4 c h a n g e , N e w Z e a l a n d )
V X X U V Critical thinking (2): transformative approaches to research and professional learning & W @ ~
T The reason life is so strange is that we have simply no idea what is around the next corner, something most of us have learned to forget.
Colum McCann, Zoli 4 " @ / D ! " # % ' ( + , - . / {
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B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * P Y % ( D ' = - 6 B' b l i n d s ( h o r i z o n t a l ) *< 3 < * P Y DG ' =4 @B B B
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B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * P % ( D ' = - 6 B' b l i n d s ( h o r i z o n t a l ) *< 3 < * P DG ' =4 @B B B
B % ( D ' = 1 : B v i s i b l e *o 3 >+ B# s t y l e . v i s i b i l i t y < * P % ( D ' = - 6 B' b l i n d s ( h o r i z o n t a l ) *< 3 < * P DG ' =4 @B B B
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! / 0 D A r i a l y H a n d I T C T T Hz ܖ 0ܖ " D V e r d a n a H a n d I T C T T Hz ܖ 0ܖ " D T i m e s N e w R o m a n T T Hz ܖ 0ܖ 0 D W i n g d i n g s R o m a n T T Hz ܖ 0ܖ @ D C o m i c S a n s M S n T T Hz ܖ 0ܖ BP D B r a d l e y H a n d I T C T Hz ܖ 0ܖ B
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= J U ZOP: Critical thinking, untested feasibilities and Zones of Professional Developmewnt V U t
W o r k i n g p a p e r p r e s e n t e d t o t h e
E E C E R A 1 7 t h A n n u a l C o n f e r e n c e
P r a g u e , 2 9 A u g u s t 1 S e p t e m b e r 2 0 0 7
D r . M a t h i a s U r b a n E C + P . E a r l y C h i l d h o o d a n d P r o f e s s i o n
I n t e r n a t i o n a l C e n t r e f o r R e s e a r c h , S t u d i e s a n d D e v e l o p m e n t
M a r t i n - L u t h e r U n i v e r s i t a e t H a l l e - W i t t e n b e r g
> P = ( H G - Background: The Strategies for Change project * . P
$ C r o s s - n a t i o n a l s t u d i e s o f e a r l y c h i l d h o o d c a n l o s e s i g h t o f t h e c h i l d ( M o s s 2 0 0 1 )
T h e y a r e a l s o a t r i s k o f l o s i n g s i g h t o f p r a c t i t i o n e r s
E C C E h a s m o v e d u p n a t i o n a l a n d E u r o p e a n p o l i c y a g e n d a s , d r i v e n b y c o m m o n c o n c e r n s
E m p l o y m e n t
C o m p e t i t i v e n e s s
D i v e r s i t y a n d E q u a l i t y
C h i l d r e n s r i g h t s
S o c i a l i n c l u s i o n
T h e r e i s a c o n s e n s u s o n t h e o v e r a l l g o a l s b u t i t d o e s n o t e x t e n d t o h o w t o a c h i e v e t h e s e g o a l s P U a H U a F
K - Background: The Strategies for Change project * . P
n T h e f i e l d i s b e c o m i n g i n c r e a s i n g l y d i v e r s e &
t h e p o p u l a t i o n s o f O E C D c o u n t r i e s a l s o a r e b e c o m i n g i n c r e a s i n g l y h e t e r o g e n e o u s a s a r e s u l t o f i m m i g r a t i o n , t h e a r r i v a l o f r e f u g e e s a n d a s y l u m s e e k e r s , a n d e c o n o m i c m i g r a n t s s e e k i n g w o r k i n c o u n t r i e s w i t h l a b o u r s h o r t a g e .
t h e n e e d f o r e a r l y c h i l d h o o d s t a f f a n d p r o v i s i o n t o v a l u e a n d r e s p o n d t o t h e n e e d s o f e t h n i c a l l y , c u l t u r a l l y , a n d l i n g u i s t i c a l l y d i v e r s e f a m i l i e s r e m a i n s a c h a l l e n g e i n m a n y c o u n t r i e s . ( O E C D 2 0 0 1 )
W o r k f o r c e i s c e n t r a l f o r a c h i e v i n g p o l i c y g o a l s o f i n c r e a s i n g b o t h q u a n t i t y a n d q u a l i t y o f p r o v i s i o n ( O b e r h u e m e r 2 0 0 0 , 2 0 0 5 ; S i r a j - B l a t c h f o r d 2 0 0 2 ; D a l l i 2 0 0 3 ; M a c N a u g h t o n 2 0 0 5 )
M o s t c o u n t r i e s f a c e m a j o r w o r k f o r c e c h a l l e n g e s
n - P P 2 P P 2 P - e N / :
6 H 3 Strategies for Change: Project goals and objectives H
What drives change at the national (macro) and local (micro) levels of the early years systems?
What is the conceptualisation of, and the role given to the workforce?
$ P P z Project partners:
Thomas Coram Research Unit (TCRU), Institute of Education, London (Prof. Peter Moss)
Participating countries: (pilot phase)
Ireland
England
Flanders
Australia
New Zealand Z U Z Z ' Z / Z U ' / 2
I 4 General project design: Focus on processes of change $ 5 ! P R macro-layer
Policy documents
Strategic plans
Quality frameworks
National curricula , G N
J Main strands / guiding questions How to change a stagnant system into one that is dynamic and has the assent of the children, the families, the public and the political establishment? ! R Advocacy
How is public discourse informed about rights and interest of children, diversity issues, socio-economic rationale for services etc.?
Leadership
How is strong political leadership encouraged - and resourced - to lead change?
Change Agents
How can a critical mass of change agents be achieved?
Institutional Barriers
How can institutional obstacles and frictions within the sector be minimised?
Linking research to policy and practice development
How can the emergence of a strong research community be nurtured?
Z Z Z Q Z Z 7 Z Z N Z 4 Z B Z Z Q 7 N 4 B &
L S Changing Habit(u)s. Perspectives on Change, Resistance and Professional Development T T Z
W o r k f o r c e i s c e n t r a l f o r a c h i e v i n g p o l i c y g o a l s o f i n c r e a s i n g b o t h q u a n t i t y a n d q u a l i t y o f p r o v i s i o n ( O b e r h u e m e r 2 0 0 0 , S i r a j - B l a t c h f o r d 2 0 0 2 , D a l l i 2 0 0 3 , M a c N a u g h t o n 2 0 0 5 )
M o s t c o u n t r i e s f a c e m a j o r w o r k f o r c e c h a l l e n g e s
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T h e w o r k i s i n c r e a s i n g l y d e m a n d i n g a n d c o m p l e x
* l P e H | f
E 7 Two conceptualisations of the early childhood workforce l T h e e x p e r t m o d e l
a c e r t a i n b a s e o f k n o w l e d g e ( s c i e n c e )
t r a n s l a t e d i n t o t e c h n o l o g y
c o n v e r t e d i n t o s k i l l s
k n o w l e d g e a n d t r u t h l i n k e d t o m a i n t a i n i n g s y s t e m s o f p o w e r
u n d e r l y i n g d i s c o u r s e :
c e r t a i n t y ,
p r e d e t e r m i n e d o u t c o m e s
| P P P 8 P P # T h e p r o f e s s i o n a l m o d e l
I n d i v i d u a l s c o - c o n s t r u c t i n g p r o f e s s i o n a l e t h o s a n d k n o w l e d g e ( s )
K n o w l e d g e n o t s i m p l y ' a p p l i e d b u t c o n s t a n t l y ( r e - ) i n v e n t e d i n c o m p l e x s i t u a t i o n s
B a s e d o n w o r k i n g r e l a t i o n s h i p s w i t h a u t o n o m o u s o t h e r s
u n d e r l y i n g d i s c o u r s e :
u n c e r t a i n t y , a m b i g u i t y ,
d i a l o g u e ,
u n t e s t e d f e a s i b i l i t i e s
W e a r e n o t s o l v i n g p r o b l e m s , w e a r e m a n a g i n g m e s s e s ( D o n a l d E . S c h n )
P P R P P H P P ; 5
N ^ P r o f e s s i o n a l l e a r n i n g k e e p i n g t h e f u t u r e o p e n 0
N o w , w i t h o u r g r e a t e r u n d e r s t a n d i n g o f t h e p r o c e s s , w e m u s t c u l t i v a t e t h e m o s t f l e x i b l e a n d c o m p l e x p a r t o f t h e s y s t e m t h e b e h a v i o u r o f a d u l t s . W e m u s t , i n f a c t , t e a c h o u r s e l v e s h o w t o a l t e r a d u l t b e h a v i o u r s o t h a t w e c a n g i v e u p p o s t f i g u r a t i v e u p b r i n g i n g , [ & ] a n d d i s c o v e r p r e f i g u r a t i v e w a y s o f t e a c h i n g a n d l e a r n i n g t h a t w i l l k e e p t h e f u t u r e o p e n . M a r g a r e t M e a d 1 9 7 8
6 u b
P Critical thinking (1) Q & Vygotsky: Zone of proximal development d E d u c a t i o n m u s t b e b a s e d o n t h e s t u d e n t s o w n a c t i v i t y a n d s h o u l d i n v o l v e n o t h i n g m o r e t h a n g u i d i n g a n d m o n i t o r i n g t h i s a c t i v i t y . I n t h e i n t e r a c t i o n w i t h c h i l d r e n t h e t e a c h e r s h o u l d o p e n a z o n e o f p r o x i m a l d e v e l o p m e n t
V y g o t s k y 1 9 7 8 / v a n O e r s 2 0 0 3
& t h e c h i l d i s e n g a g e d i n a p a r t i c u l a r k i n d o f m e a n i n g f u l a c t i v i t y , i n w h i c h h e o r s h e w a n t s t o p a r t i c i p a t e , b u t c a n n o t y e t c a r r y o u t a l l a c t i o n s i n d e p e n d e n t l y .
v a n O e r s 1 9 9 5 , 2 0 0 3 t P 0 ` Z V * Creating Zones of Professional Development $ +
+
H o w c a n p r a c t i t i o n e r s a n d s t u d e n t s b e c o m e e n g a g e d i n m e a n i n g f u l a c t i v i t i e s ?
H o w c a n t h e y b e g u i d e d a n d m o n i t o r e d i n a p r o c e s s o f r e c i p r o c a l m e a n i n g m a k i n g ?
H o w c a n t h e y b e e n c o u r a g e d t o c r e a t e c h a n g e ? H 5 B - W [ & ] c r e a t i v e p e o p l e , w h o a r e c h a n g e a g e n t s , b e c a u s e t h e p e o p l e o n t h e g r o u n d h a v e t h e o p p o r t u n i t y t o r e f l e c t , t h e y g e t a s s i s t a n c e w i t h p e o p l e a l o n g s i d e t h e m d o i n g a d d i t i o n a l s u p p o r t o f t h e i r n o r m a l w o r k s o t h a t t h e y c a n s t a n d b a c k a n d r e f l e c t , w r i t e u p , d i s s e m i n a t e w h a t t h e y r e t h i n k i n g a b o u t .
[ & ] w e i d e n t i f y p e o p l e , w h o h a v e p r o m i s e a n d w e t r y a n d i n d u c t t h e m i n t o t h e n e x t a c a d e m i c l a y e r . I t h i n k t h a t s r e a l l y i m p o r t a n t .
( s t r a t 4 c h a n g e N e w Z e a l a n d ) L ( : ( X T h e d i s r u p t i o n o f t h e b i n a r y b e t w e e n r e s e a r c h a n d p r a c t i c e i s h a p p e n i n g . I d o n t k n o w w h e r e i t w i l l t a k e u s , b u t I t h i n k , i t w i l l t a k e u s i n g o o d d i r e c t i o n s . ( s t r a t 4 c h a n g e , A u s t r a l i a )
A n d t h a t a l l c r e a t e s a n e n v i r o n m e n t , a n e t h o s o f r e f l e c t i o n a n d w i l l i n g n e s s t o c o n s i d e r a l t e r n a t i v e s b e y o n d c u r r e n t p r a c t i c e . ( s t r a t 4 c h a n g e , N e w Z e a l a n d )
V X X U V Critical thinking (2): transformative approaches to research and professional learning & W @ ~
T The reason life is so strange is that we have simply no idea what is around the next corner, something most of us have learned to forget.
Colum McCann, Zoli 4 " @ / D ! " # % ' ( + , - . / r S E S ٰ 1 R o o t E n t r y dO ) "oH @ P i c t u r e s * C u r r e n t U s e r & S u m m a r y I n f o r m a t i o n ( T
K ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F I J L M N O P Q R S T U V W X Y Z [ \ ] ^ _ ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~
_ PC P C ban M a t h i a s U r b a n
/ Bildschirmprsentation P Arial Verdana Times New Roman
Wingdings Comic Sans MS Bradley Hand ITC Profil V ZOP: Critical thinking, untested feasibilities and Zones of Profession