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Can a Childcare Practicum Encourage Degree Qualified Staff to Enter the Childcare Workforce?

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Title: Can a Childcare Practicum Encourage Degree Qualified Staff to Enter the Childcare Workforce?
Language: English
Authors: Thorpe, Karen, Millear, Prudence, Petriwskyj, Anne
Source: Contemporary Issues in Early Childhood. 2012 13(4):317-327.
Availability: Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
Peer Reviewed: Y
Page Count: 11
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Practicums, Educational Experience, Positive Attitudes, Child Care, Work Attitudes, Vocational Interests, Student Teacher Attitudes, Attitude Change, Preferences, Foreign Countries, Questionnaires, Demography
Geographic Terms: Australia
DOI: 10.2304/ciec.2012.13.4.317
ISSN: 1463-9491
Abstract: Concern to ensure that all children have access to high-quality educational experiences in the early years of life has instigated policies to increase the qualifications of staff in the childcare workforce, and in particular, to increase the number of degree qualified teachers. However, existing data suggests that employment in childcare is viewed less favourably than alternatives in the education sector by those undertaking Early Childhood Education degrees. For most, childcare is not a preferred place of employment. This study asked whether a practicum in a childcare setting would improve attitudes towards childcare and willingness to work in childcare settings. In a study of a cohort of Bachelor of Education (Early Childhood) students, measures of attitudes to childcare and willingness to work in childcare were taken before and after practicum. Additionally, students provided accounts of their practicum experiences. Results indicate a trend in which there was a group increase in positive attitudes and willingness to consider work in childcare, but considerable individual differences influenced by the quality of the practicum experience. The relationship with, and model provided by, centre directors and group leaders in the practicum class was identified as a key influencing factor. Results are discussed in term of models of pedagogical leadership. (Contains 1 table and 2 figures.)
Abstractor: As Provided
Number of References: 30
Entry Date: 2013
Accession Number: EJ999820
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+Issues+in+Early+Childhood%22"><i>Contemporary Issues in Early Childhood</i></searchLink>. 2012 13(4):317-327.
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  Data: Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
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  Data: 10.2304/ciec.2012.13.4.317
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  Data: Concern to ensure that all children have access to high-quality educational experiences in the early years of life has instigated policies to increase the qualifications of staff in the childcare workforce, and in particular, to increase the number of degree qualified teachers. However, existing data suggests that employment in childcare is viewed less favourably than alternatives in the education sector by those undertaking Early Childhood Education degrees. For most, childcare is not a preferred place of employment. This study asked whether a practicum in a childcare setting would improve attitudes towards childcare and willingness to work in childcare settings. In a study of a cohort of Bachelor of Education (Early Childhood) students, measures of attitudes to childcare and willingness to work in childcare were taken before and after practicum. Additionally, students provided accounts of their practicum experiences. Results indicate a trend in which there was a group increase in positive attitudes and willingness to consider work in childcare, but considerable individual differences influenced by the quality of the practicum experience. The relationship with, and model provided by, centre directors and group leaders in the practicum class was identified as a key influencing factor. Results are discussed in term of models of pedagogical leadership. (Contains 1 table and 2 figures.)
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      – Text: English
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Practicums
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      – SubjectFull: Positive Attitudes
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      – SubjectFull: Child Care
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      – SubjectFull: Preferences
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      – SubjectFull: Australia
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