University of East London, United Kingdom

Our research focuses on actors, institutions and organisations concerned with the upbringing, care and education of young children in the broadest sense. This includes societal, cultural, generational and other processes and contexts and their interactions that affect the lives of young children. We develop, conduct and disseminate research in these areas, and particularly situate our work in international contexts. In both international and local contexts, we work towards contributing to a sound theoretical and practice-based body of knowledge and actively promote professionalism, respect for diversity, social inclusion and equality in early childhood.

Our perspective on early childhood professionalism has always been inspired and oriented by the inevitable political nature of education, as conceptualised by Paolo Freire: Educators have to take a stand, whether they are going to be part of oppressive systems, designed to maintain inequalities and the societal status quo – or whether they choose to understand their practices as transformative practices, aiming at bringing about change. As researchers, we are facing similar decisions. Together with practitioners we are part of one professional system and there is no neutrality in research.

The aims of our research are:

• to systematically develop national and international comparisons on conceptualisations and models of the early childhood workforce and its members in different socio-cultural contexts, inside and outside the Western, European, minority world context – with a primary focus on professional preparation, training and qualification;
• to systematically explore and compare issues immanent to the early childhood workforce in many countries, such as gender composition, recruitment and retention, career pathways, professional recognition and remuneration, in relation to other professions in the field, especially teachers;
• to systematically explore, document and evaluate the contribution of the early childhood workforce to achieving better outcomes for all children, including the recognition of children’s rights, social inclusion, well-being and educational achievement;
• to systematically examine the roles and contributions of actors and organisations which promote and support professional practice in the early childhood system: professional associations, unions, provider organisations, etc.;
• to systematically explore these issues in inter- and multi-professional work contexts (e.g. children’s centres) and in relation to the children’s workforce in general.

We are part of the multicultural and international academic environment of the Cass School of Education at the University of East London (UEL), which has particular international research expertise in the field of early childhood. Situated in the multi-cultural environment of East London, and at the heart of Europe’s largest urban regeneration area, the University of East London is one of the most diverse and (in the UK) fastest growing universities. UEL is a global learning community with more than 20,000 students from over 120 countries.

Our most recent project is an international study on competence requirements in early childhood education and care (CORE), funded by the European Commission, Directorate General for Education and Culture. The research is conducted in a consortium between the University of East London (lead organisation) and the University of Ghent. We work in close collaboration with DECET and other international partners.