Abstract
The aim is to investigate the links between job satisfaction of Finnish early childhood professionals (ECPs) and the appreciation they receive for their work, and how these are associated with their competence to work with children with diverse needs and backgrounds. Data was collected via nationwide online survey for practitioners (<em>n</em> = 885) working in Finnish kindergartens. The main findings show that ECPs experience their work as satisfactory and receive appreciation from colleagues, friends and the children’s parents. It was also evident form the data that ECPs felt themselves to be incompetent to work with children with disabilities or children who had experienced trauma. This may reflect that more in-service training regarding these special education issues is needed. We argue that satisfaction, appreciation and competence, are key factors in the development of a strong professional identity, enhanced well-being at work and in other domains of life and particularly for high quality and inclusive early childhood education.
Highlights
Professionalism in early childhood educationThere is ongoing international recognition of the importance of the early years in terms of long term adult wellbeing and national productivity (Heckman 2014; Sims 2013)
In this study we investigate the links between job satisfaction of Finnish early childhood professionals (ECPs) and their perception of the value others around http://www.sajce.co.za them assign to their work, and how these are associated with their perceived competence to work with children with diverse needs and backgrounds
This study offers important viewpoints on ECPs’ job satisfaction and appreciation and adds to existing literature regarding the professionalism and development of professional identity in the field of early childhood education (ECE)
Summary
Professionalism in early childhood educationThere is ongoing international recognition of the importance of the early years in terms of long term adult wellbeing and national productivity (Heckman 2014; Sims 2013). Moves towards more integrative and inclusive early childhood education (ECE) settings requires selfreflection from early childhood professionals (ECPs) in relation to the extent they experience themselves to be skilful and competent to encounter children with special educational needs (SEN) or various backgrounds (e.g. children who are maltreated or neglected, children from LGBT2 families). As a result there are moves around the world to professionalize early childhood through increasing qualification requirements, and developing national curricula (Sims et al 2015; Sims & Pedey 2015; Sims & Waniganayake 2015a, 2015b). These moves are only one aspect in professionalization of ECE. Much of this literature highlights the fact that conceptions of professionalism are fluid, multifaceted and powerful in their ability to influence on workers’ roles (Gewirtz et al 2009)
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