Ο ρόλος και οι επαγγελματικές δραστηριότητες των παιδαγωγών πρώιμης παιδικής ηλικίας

Abstract

During the last years, infant and toddler practice is receiving increased attention at the policy level. Yet, little is known about what infant/toddler practice entails and how educators working with children of this age group view their role and professional identity. The present study aims at filling the research gap on what the professional identity and the work of infant and toddler educators entails and to showcase the professional occupational activities and the pedagogical practices that are adopted in infant/toddler classrooms. In addition, the study aims to map infant/toddler educators’ perspectives on the role of care and education in infant/toddler classrooms.  51 Greek infant/toddler educators responded to an online questionnaire which included close and open-ended questions. Results reveal that the role of infant/toddler educators is complex and multi-faceted and that infant/toddler educators spent most of their time in education and care practices rather than managerial practices. In addition, results highlight that although participants do not unanimously accept the integration of care and education in infant/toddler classrooms, care moves beyond narrow definitions that include routines, to a broader image of care which involves educational and relational aspects. The results highlight the need to further explore infant and toddler educators’ voices about their role, professional identity and work.