Compassionate pedagogy: the ethics of care in early childhood professionalism

This paper builds upon an earlier attempt (Taggart, 2011) to articulate a rationale for professional training in early childhood education and care (ECEC) which is ethical as opposed to one which is purely instrumental or rooted in a patriarchal notion of women’s supposed unique suitability. The argument proposes that a feminist approach to ethics, as both socially critical and psychologically affective or flexible, has a particular relevance to professional identity in ECEC. In particular, compassion, as a concept which has both sociological and psychological connotations, foregrounds the ethical dimension of the work whilst overcoming false dichotomies between discourses of ‘children’s rights’ and ‘care’. The implications for the training and professional identity of practitioners are discussed

Ambitious for all Rising to the childcare challenge for children with disabilities and special needs

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Paying for childcare

No. 6 in a series of 6SIGLEAvailable from British Library Document Supply Centre-DSC:98/10030 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Childcare gaps

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Centres of early excellence The essential ingredients

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Sharing the costs of childcare A new deal for parents on low income

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Achieving potential How childcare tackles poverty amongst young children

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A childcare guarantee A new deal for parents, children and employers; a briefing for trade union members

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