In a European context of rapidly expanding early education/care provision for young children, the staffing of these services is a critical quality issue. What are the requirements for professional education and training? How alike or how varied are the qualification profiles and fields of work? Through detailed country reports and comparative analyses across 27 countries, this book provides answers to these questions.

Within a European context of rapidly expanding education/care provision for children in the years before they start compulsory schooling (which may be at age 4, 5, 6 or 7, depending on the country in which they live), the staffing of these services is a critical quality issue. Who works in early childhood education and care settings in the 27 European Union countries? What are the required qualifications for group and centre leaders? How similar or how varied are the professional profiles? What opportunities are available for continuing professional development?  What concepts of professionalism underpin the varying policies and qualification strategies? What are the challenges and issues facing early childhood pedagogues and the overall systems of early education/care?

Funded by the German Ministry for Family Affairs, Senior Citizens, Women and Youth, the seepro project based at the State Institute of Early Childhood Research in Munich has been asking these questions. This book presents the findings of the project.

Following comparative analyses of specific characteristics of the early education/care and professionalisation systems, 27 country reports with references and additional sources follow the same three-step format:

The early childhood system in context: e.g. a brief history of early education/care; demographic trends affecting early education/care; mothers in employment; parental leave and family benefits; regulation and administration of early childhood services; current issues and challenges.

Profiles of early education/care provision: e.g. levels of provision and enrolment rates; profiles of varying kinds of provision (kindergarten, infant-toddler centre, etc.); curricular framework; children with special educational needs; parent participation; child and centre assessment; transition to primary/elementary school

Staff profiles: Individual profiles of core practitioners in the varying country-specific settings; professional studies and fields of work; continuing professional development; current workforce issues.

The authors:

Pamela Oberhuemer, Senior Researcher, State Institute of Early Childhood Research (IFP), Munich; Project director seepro: Systems of early education/care and professionalisation in Europe

Dr. Inge Schreyer, Senior Researcher, State Institute of Early Childhood Research (IFP), Munich

Dr. Michelle J. aNeuman, International Early Childhood Specialist, Washington DC