Pathways to Professionalism in Early Childhood Education and Care

Michel Vandenbroeck, Mathias Urban, Jan Peeters

• Publisher: Routledge
• Year: 2016
• Print ISBN: 9781138918887
• eBook ISBN: 9781317420408
• Topic: Education
• Subtopic: Education General

Pathways to Professionalism in Early Childhood Education and Care is concerned with a growing interest from policy and research in the professionalisation of the early childhood workforce. Illustrated by in-depth case studies of innovative and sustainable pathways to professionalisation, it recognises the importance of a systemic approach to professionalisation across all levels of the early childhood. The authors of this wide-ranging book share insights of professionalism from various European countries and suggest that professionalism in early childhood unfolds best in a 'competent system'.

This book considers a broad range of international issues including

• Continuous professional support and quality
• Early Childhood education and care staff with different qualifications in professional development processes.
• How personal attitudes and competence of educators are related to the wider system of competent teams, leadership, collaboration across services and competent governance
• From research to policy: the case of early childhood and care

Pathways to Professionalism in Early Childhood Education and Care is a crucial and fascinating read for professionals working in the sector and contributes to broadening views on what professionalism in early childhood can mean within a 'competent system'.

1

THE DANISH PEDAGOGUE EDUCATION

Jytte Juul Jensen

Introduction

The Danish education of pedagogues has kept the idea of a special pedagogical identity for early childhood staff and, as a consequence, is quite distinct from the training for school teachers. This distinct training leads to qualification as a ‘pedagogue’, which are the core practitioners in early childhood centres, accounting for almost 60% of the staff. This chapter begins with a discussion of the difficulties concerning what English-language concepts and terms to use in discussing the education of pedagogues. The history of this education is then described, going from specialist to generalist before shifting back somewhat in 2014, and its close link to the early childhood welfare system, which has continuously expanded until today where there is universal coverage for all children from six months up to school age. The entry requirements for this educational course and the profile of pedagogue students in terms of age, sex and ethnicity are discussed, as well as the regulatory national framework for the education. Some key features of the education have been selected, in particular the aesthetic forms of expression, the activity and cultural subjects and the importance of placements.

A good professional, I will show, combines the academic and personal. While in a globalized world, acquiring intercultural competence is very important, and examples of how the education of pedagogues works with this issue are given.

Qualifying as a pedagogue

Denmark has had an education for the profession of pedagogue ( pædagog) since 1992. In 2001, it became a professional bachelor degree and was last reformed in 2014. It is a three and a half year programme at higher education level.

I use the term ‘pedagogue’ instead of ‘social educator’, which is the official Danish translation. The ministerial decree uses the English name Bachelor’s Degree Progamme in Social Education and the education validates the title Bachelor in Social Education (Bekendtgørelse, 2014) in Danish: Professionsbachelor som pædagog. I do not agree with the Danish translation, which is based on the assumption that the English vocabulary in educational issues does not use the Greek-based words ‘pedagogues’ or ‘pedagogical work’, while ‘pedagogy’ in English has a quite different meaning to its Danish use. During recent years those words have been seen more and more in English language academic books on education/training and on educational work with children, young people and adults.

The rejection of the words ‘pedagogue’ and ‘pedagogical’ may reflect an Anglo-American paradigm in early childhood practice and theory that is more school and curriculum oriented. The Anglo-American tradition has different historical roots than some continental European countries. The words ‘pedagogue’ and ‘pedagogical’, and their associated paradigms, are, however, well understood in many continental European countries, for example in Scandinavia and in countries whose national languages are rooted in Greek and Latin; these countries also share a Danish understanding of the term ‘pedagogy’. This issue of language and language translation illustrates how difficult it is to make comparative work across countries and intercultural work, and how difficult it is to use English as one’s working language.

From specialist to generalist to a mixture: history of the education of pedagogues

From an international perspective, continuity and tradition are key words to characterize the 130-year history of the education of pedagogues, although there have been many reforms during this time. There has been a continuous effort to raise the competence level of staff in early childhood centres and today 60% of the staff are pedagogues with a bachelor degree – a very high level compared to many countries in Europe (Oberhümer et al., 2010). Furthermore there has been a tradition of having a specific training separate from school teachers, with a generic pedagogue professional core that is applicable not only for working in early childhood centres but in many other welfare institutions.

The current Danish education of pedagogues, with its mixture of generalist and specialist, has its historical roots in three separate, specialized pedagogue educations: kindergarten pedagogue, leisure-time pedagogue and social pedagogue.

Education of kindergarten pedagogues

The first ‘pedagogue’ education dates back to 1885, where a course for staff in Fröbelkindergartens started. Later it became a one-year education for kindergarten teachers and in 1918 increased to two years. The education qualified pedagogues to work in kindergartens, with three to six-year old children.

Education of leisure-time pedagogues

Initially, this education was integrated into the kindergarten pedagogue education. But the first specific courses for this area of work started in 1945, and later a specific leisure-time pedagogue education were established. The educational course qualifies pedagogues to work in leisure centres, clubs and other types of service for school children and young people up to around 20 years of age.

Education of social pedagogues

The third specialist pedagogue education was that for social pedagogues, originally split up into several aspects targeting specific occupational areas. Not until 1958 did an education come about specifically for child welfare pedagogue, which took one year and increased later to two and then three years. In 1974 all the different educational courses merged into ‘child welfare- and care pedagogue’, which two years later became ‘social pedagogue’. This qualified pedagogues for work in residential institutions for children and young people, in day and residential services for people with disabilities and for people with social problems; it was also a qualification for work in centres for children under three years of age. The age range for which the social pedagogues were trained was from birth to 99.

In 1970 the education of kindergarten and leisure-time pedagogues, and some years later child welfare- and care pedagogues, were extended to three years, and in 1974 upgraded from short to medium cycle further higher education. This reflected the development of welfare institutions and a general increase in educational levels in Denmark.

In 1992 the three pedagogue educations merged into a single education. The main reason for this was that employers did not pay attention to the specific type of specialized qualification held by job applicants, so the occupational field had in practice already merged. Another reason was the emergence of new types of work areas for pedagogues. In addition, a generalist education gave pedagogues the possibility of moving between different pedagogical work fields during their careers. One of the reasons why the pedagogue profession has attracted a relatively high number of men has to do with this generalist approach.

In 2001 the education of pedagogues was upgraded to bachelor level. A reform was made in 2007 re-introducing a mild degree of specialization. A reform in 2014 has taken this process further, turning towards a more specialized pedagogue education. The education today consists of two parts: a common part on basic professional competences (70 ECTS) and a specialization part (140 ECTS), so it combines a generalist first year with subsequent specialization into either early childhood pedagogy; school and leisure pedagogy; or social and special pedagogy.

The Danish early childhood pedagogical system

The list below gives an overview of the early childhood pedagogical system in Denmark. Denmark provides early childhood services for all children and now offers nearly universal coverage. Each child has the right to a place, if their parents wish it. Access to universal early childhood services has been realized through extensive public commitments to funding, legislation and running the services. This has to be understood within the Scandinavian welfare system, with rapid expansion of services from the mid-1960s, connected with the increase in female employment. Denmark has one of the highest employment rates for mothers in the EU – both fathers and mothers work and most mothers work almost full time, which is 37 hours per week. A high level of tax-based public funding exists. The legal framework on early childhood services is under the auspices of the Ministry for Children, Gender Equality, Integration and Social Affairs. The responsibilities to provide and fund early childhood services are delegated to the 98 local authorities.

The early childhood pedagogical system in Denmark:

• Statutory school starting age: six years.

• Universal entitlement to a fee-paying full-time place in an early childhood facility from the age of six months.

• Unitary system of ministerial responsibility from birth to five years under the auspices of the Ministry for Children, Gender Equality, Integration and Social Affairs (returned to Social Affairs in 2013 following two years under Education).

• Both age-integrated (from birth to five years) and age-separated (from birth to two years, three to five years) centres.

• Municipal family daycare is part of the system. 48% of enrolled children under three years attend a family day carer.

• Majority of service providers public/municipal (81%); 16% private non-profit and 3% private for-profit (2013).

• Percentage of children under three in early childhood formal settings: 68% (2013).

• Percentage of children between three years and statutory school age: 97% (2013).

(Danmarks Statistik, 2014)

Staff in early childhood centres:

• Job title of core practitioner in Danish: pœdagog.

• Required qualification: bachelor degree.

• Professional education with a basic year followed by a choice of three specialization areas, one in early years provision. The education takes place at University Colleges.

• Duration of education (full-time equivalent): three and a half years.

• Supported by auxiliary staff ( pædagogmedhjælpere, literally ‘pedagogical co-helpers’) without a required qualification.

• Proportion of staff with a higher education qualification: 58% (2013).

(Danmarks Statistik, 2014)

As seen in the above list the staffing of early childhood services consists of two occupational groups working in centre-based institutions: pedagogues and ‘pedagogical co-helpers’ (pædagogmedhjælpere) literally translated. There is no clear distinction concerning the tasks or functions between the two groups. Pedagogues have overall responsibility, including the right to delegate pedagogical learning processes to the co-helpers.

Almost all heads/leaders of the centres are qualified pedagogues. It is considered a benefit that those leading the work are qualified in the profession. Arguably, only in this way can the head/leader understand the occupational field.

Since the 1970s, the decision-making structure in Danish early childhood centres has been flat and non-hierarchal. Recently, there has been some reversal in this characteristic of Danish centres, as heads have been upgraded, partly because they are the group of pedagogues that has had most post-graduate qualifications. The heads/leaders have also become more and more conscious of the difference between pedagogues and pedagogical co-helpers.

During their education pedagogues have gained knowledge, skills and competences to carry out pedagogical work in a variety of pedagogical institutions and settings. The overall aims for the pedagogues are decided in different welfare acts. Pedagogical work is community work, and pedagogues carry out work for society, which has laid down certain aims for this work. In the act on early childhood services (Dagtilbudsloven, 2015) several aims are specified for all institutions in Denmark. In addition, local authorities must by law have a coherent children policy, in which further aims and tasks are defined for local pedagogical services. Often local authorities also have a specific early childhood policy and certain specific areas to which pedagogues must pay special attention. Last but not least, the individual institutions have their own written learning plans. Pedagogues must take account of all these considerations when acting in their practice.

Entry requirements

Each year the Ministry of Education decides the number of pedagogue students to be recruited. The entry requirements are based on a quota system. Quota 1 takes in students with the highest grade in upper secondary examination. Minimum age of entry is 18 years, with 12 years of schooling and an upper secondary leaving certificate. Quota 2 makes possible a variety of entry routes based on assessment of competences and qualifications. These varied entry requirements and routes ensure a varied student intake.

One entry route is the merit-based bachelor programme aimed at experienced but untrained workers; this offers pedagogical co-helpers a chance to become qualified pedagogues. It is equivalent to 150 ECTS points, after achieving which students are awarded the title of pedagogue, having been credited for their previous practical experience with pedagogical work. Oberhümer, Schreyer and Neuman (2010) characterize this entry route as ‘an inclusive approach, with flexible entry routes for mature students with prior learning and employment experience’ (p. 108).

The pedagogue education is a popular choice and an attractive profession among young people in Denmark. Each year around 5,000 students are enrolled and many are rejected, so there is no recruitment problem in Denmark. In terms of numbers, it is the largest higher education sector in the country. There are no tuition fees for the course as is the case for most higher education in Denmark. During their studies the students receive from central government a student grant of 791 EUR a month, which may be supplemented by a loan of 409 EUR a month (2015 figures). Most students also work part time, many in pedagogical settings, in order to cover their living expenses and have a reasonable standard of living.

The age, sex and ethnicity profile of pedagogue students

Pedagogue students in Denmark differ widely in terms of age, sex and ethnicity. The average age of students, when they start the course, is relatively high. Fifteen years ago it was ...

Table of contents

• Cover Page
• Pathways to Professionalism in Early Childhood Education and Care
• EECERA
• Title
• Copyright
• Contents
• Contributors
• Introduction
• 1 The Danish Pedagogue Education
• 2 A Training for Early Childhood Educators Combined with Full-Time Employment in Lyon
• 3 Continuous Professional Support and Quality: The Case of Pistoia
• 4 The Competent Early Childhood Education and Care System in the City of Ghent: A Long-Term Investment in Continuous Professional Development
• 5 Early Childhood Education and Care Staff with Different Qualifications in Professional Development Processes
• 6 Personal Attitudes and Competences of Educators as a Prerequisite of Programme Success: The Case of the ‘Where There Are No Preschools’ Programme
• 7 The Early Years Professional in England
• 8 From Research to Policy: The Case of Early Childhood and Care
• 9 Lessons Learnt and a Debate to be Continued
• Index