Is there a place for love in early childhood education and care in England? Early years educators’ beliefs

Gonzalez, Sarah-Jayne and Holdgate, Hannah (2023) Is there a place for love in early childhood education and care in England? Early years educators’ beliefs. Research in Teacher Education (RITE), 13 (1). pp. 44-48. ISSN 2046-1240 (print) | 2047-3818 (online)

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Abstract

The importance of love for young children is well documented. Increasing numbers of young children are spending time in early years settings. The recent Government policy announcement of free childcare for children from nine months is likely to increase the number of babies attending early years settings, so the concept of love within early years education and childcare has never been more important. However, the qualifications that enable someone to work within an early years setting in England do not mention love. Similarly, love does not feature within the Statutory Framework for the Early Years Foundation Stage, which those working with our youngest children must follow. This research identified polarised opinions regarding the place of love within early childhood education and care, with some practitioners clearly uncomfortable with the idea of loving children who are not their own, whilst others believing that loving the children you work with is vital.

Item Type:	Article
Keywords:	Love, Early years education and care, Professional Love, Loving pedagogy, Early years training
Depositing User:	Ms Raisa Burton
Date Deposited:	21 Sep 2023 12:37
Last Modified:	21 Sep 2023 12:37
URI:	https://marjon.repository.guildhe.ac.uk/id/eprint/17760

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