Toddler educator identity and enactment of social and emotional learning : a narrative inquiry /
Files
(Published version)
Date
2024
Authors
Stribling, Jodie
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
thesis
Citation
Statement of Responsibility
Conference Name
Abstract
Through narrative inquiry Dr Stribling explored how the professional identities of toddler educators influenced their understanding and implementation of social and emotional learning in toddler group care. The research identified the complexities of the early childhood workforce and the challenges for women who have lived experiences of gender marginalisation and then enter a workforce that also has a history of being marginalised. The findings provide insight into the importance of valuing care at all levels of education and positioning early childhood educators as professionals within the wider educational context. This includes implementing requirements for continued professional development for educators working with our youngest children, similar to those currently in place for teachers working with school aged children.
School/Discipline
University of South Australia. UniSA Education Futures
UniSA Education Futures
UniSA Education Futures
Dissertation Note
Thesis (PhD(Education)Curriculum, Education Studies)(DUCIER))--University of South Australia, 2024.
Provenance
Copyright 2024 Jodie Inez Stribling
Description
1 ethesis (xi, 164 pages).
Includes bibliographical references (pages 132-145)
Includes bibliographical references (pages 132-145)
Access Status
506 0#$fstar $2Unrestricted online access