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Verity Campbell-Barr (England) Jan Georgeson (England) Julie Fletcher (England)

Exploring the use of international comparisons on child centredness to ‘teach’ attitudinal competences. Key Attitudinal Competences for Early Childhood Practitioners: Exploring European Approaches to Teaching and Learning. Verity Campbell-Barr (England) Jan Georgeson (England)

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Verity Campbell-Barr (England) Jan Georgeson (England) Julie Fletcher (England)

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  1. Exploring the use of international comparisons on child centredness to ‘teach’ attitudinal competences Key Attitudinal Competences for Early Childhood Practitioners: Exploring European Approaches to Teaching and Learning Verity Campbell-Barr (England) Jan Georgeson (England) Julie Fletcher (England) Magdolna Nemes (Hungary) Paolo Sorzio (Italy) Lynn Blakemore (Jersey)

  2. The Study • Key Competences for Life Long Learning – EU agenda • Globalisation and the need for competences to adapt to new challenges and changes • Education as key both socially and economically • Early childhood practitioners reflect two aspects of this • Investing in young children • Investing in early childhood has higher returns than any other stage of educational investment • Laying the foundations for Life Long Learning • Investing in those working with young children • Qualification level of staff is key to quality – quality results in better outcomes for children

  3. The European Commission states: Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. • Highlights that life long learning is about more than just knowledge and skills • But what do we mean by an attitude? • Can you ‘teach’ and attitude?

  4. What Does this Mean? • Attitude • A settled way of thinking or feeling about something • Competence • The ability to do something successfully or efficiently Oxford English Dictionary What is the relationship to Higher Education?

  5. Methodology Broadly the same questions re: attitudes and teaching and learning • Staff focus groups • Student focus groups • Coded against questions and emerging themes • Student questionnaire • Testing out of findings on larger sample • (UK = 94, Italy = 70, Hungary = 62)

  6. Modelling Good Practice • Developing Reflective Skills • Why do you do what you do? • Providing Safe Spaces to Talk About Experiences • How do you feel about your practice? • How do HE institutions look to develop these key attitudinal competences in their students? • What are the key attitudinal competences that HE lecturers would advocate for early years practitioners in their country? • Child Centred • Caring Inclusive/Respectful • Responding to the • Child’s Needs • The child’s age and background • doesn’t matter if you always focus • on them • Critical/Questionning

  7. Summary of StudentRespondents Possible Gendered Aspect

  8. The following slides show how students rated the listed attitudinal skills as important based on a scale of 0 (not at all important) to 10 (extremely important) • Green responses = lowest rating • Red = highest rating

  9. How Important Are the Following Attitudes?

  10. How Important Are the Following Attitudes?

  11. Where Do You Learn About The Attitudes Mentioned?

  12. Same Language, Different Meaning?Exploring the Example of Child Centred Practice

  13. Aspects of Child Centred Practice • Equality discourse • Meeting the needs of the child • Personalism • Focusses on uniqueness, but still looks for the connections between people (unlike individualism) • Constructionism • Child as active in their own learning

  14. Possible Links to Data? Equality Discourse? Personalism? Constructionism? If students do not see themselves as active citizens does this create difficulties in seeing children as active?

  15. But… Can we teach people to be child centred?

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