Reconceptualizing the understanding of professional knowledge in day care work in Denmark

    Research output: Contribution to conferencePaperResearchpeer-review

    Abstract

    Re conceptualizing the understanding of professional knowledge in day care work
    As development of children’s competences increasingly sets the agenda for what counts as professional practice in day care, there is a risk that the majority of everyday practices become invisible, unnoticed and regarded as unimportant in professional knowledge. Hence we lose sight of unique learning arenas for developing professional knowledge in day care work, and the everyday practices and routines are not considered to be in need for reflection and attention. The proposed presentation takes its’ point of departure in participative research conducted in day care institutions for 0-6 year olds, focusing on reconceptualizing pedagogical knowledge and paying attention to interrelations in every day practices.
    Original languageEnglish
    Publication date4 Nov 2014
    Number of pages10
    Publication statusPublished - 4 Nov 2014
    EventReconceptualising Early Childhood Education: Spaces of resistance - Kent State University, Kent State, United States
    Duration: 2 Nov 20145 Nov 2014
    Conference number: 21.
    http://www2.kent.edu/ehhs/eced/rece/upload/rece-2014-conference-program-to-post10102014-3.pdf

    Conference

    ConferenceReconceptualising Early Childhood Education
    Number21.
    LocationKent State University
    CountryUnited States
    CityKent State
    Period02/11/201405/11/2014
    Internet address

    Cite this

    Schmidt, C. (2014). Reconceptualizing the understanding of professional knowledge in day care work in Denmark. Paper presented at Reconceptualising Early Childhood Education, Kent State, United States.