'Early childhood studies is more than a degree; it is an experience': undergraduate students' motivations, professional aspirations and attributes.
Saved in:
| Title: | 'Early childhood studies is more than a degree; it is an experience': undergraduate students' motivations, professional aspirations and attributes. |
|---|---|
| Authors: | Lumsden, Eunice1 eunice.lumsden@northampton.ac.uk, Musgrave, Jackie2 |
| Source: | International Journal of Early Years Education. Dec2023, Vol. 31 Issue 4, p1086-1104. 19p. |
| Subject Terms: | *Early childhood education, *Undergraduates, *Academic motivation, *Mixed methods research |
| Geographic Terms: | England |
| Abstract: | This mixed methods study sought the views of early childhood studies students from three universities in England. The research explored motivations, professional aspirations and the attributes they believed were required to work in early childhood. Findings highlighted that the holistic study of early childhood is valued by students and placements offered a space where they grew and flourished, as they made sense of where their personal intersected with wider theoretical, practice and political systems embedded in early childhood. Students follow a range of career trajectories, either by choice or because there is no specific practitioner role underpinned by the holistic study of early childhood. This study also revealed factors that led to their choice and place of study, as well as the ways that students' personal circumstances affected their studies, reinforcing the importance of academic and pastoral support. Very significantly, this research led to discussions about the core purpose of the early childhood studies degree and helped to inform the development of the Graduate Competencies as an addition to ECS degrees that included placements. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This mixed methods study sought the views of early childhood studies students from three universities in England. The research explored motivations, professional aspirations and the attributes they believed were required to work in early childhood. Findings highlighted that the holistic study of early childhood is valued by students and placements offered a space where they grew and flourished, as they made sense of where their personal intersected with wider theoretical, practice and political systems embedded in early childhood. Students follow a range of career trajectories, either by choice or because there is no specific practitioner role underpinned by the holistic study of early childhood. This study also revealed factors that led to their choice and place of study, as well as the ways that students' personal circumstances affected their studies, reinforcing the importance of academic and pastoral support. Very significantly, this research led to discussions about the core purpose of the early childhood studies degree and helped to inform the development of the Graduate Competencies as an addition to ECS degrees that included placements. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09669760 |
| DOI: | 10.1080/09669760.2023.2240836 |
