There is growing evidence among researchers and international organisations that the quality of Early Childhood Education and Care (ECEC), and ultimately the outcomes for children and families – especially disadvantaged ones – is dependent on well-educated and competent staff, and that a lack of higher pre-service training can be partly compensated by in-service training of a sufficient intensity and length. This report looks into professional pathways of assistants and the continuing professional development of ECEC educators. It looks into how diversity is reflected in the composition of educators and assistants in ECEC and how to address diversity of children in initial teacher education pathways.
Peeters, J., Sharmahd, N., Budginaitė, I. (2016). ‘Professionalisation of Childcare Assistants in Early Childhood Education and Care (ECEC): Pathways towards Qualification’, NESET II Analytical Report No 1/2015.