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ERIC Number: EJ818045
Record Type: Journal
Publication Date: 2006-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-0957-5146
Early Years, Low Status? Early Years Teachers' Perceptions of Their Occupational Status
Hargreaves, Linda; Hopper, Bev
Early Years: An International Journal of Research and Development, v26 n2 p171-186 Jul 2006
Using survey and interview data from the Teacher Status Project, this paper explores early years teachers' sense of status and compares it with primary and secondary teachers' perceived status. If, as Hoyle has suggested, working with children is an intractable barrier to enhanced status in the eyes of the public, early years teachers are faced with the greatest challenge. At the same time, their closer links with parents and community affords them more opportunity to enhance the esteem in which they are held through the way that they do their work. The data seem to support this view, but it is argued that whilst curriculum guidance, and the recognition of the Foundation Stage have enhanced these teachers' sense of status in the public eye, the effects of the ten-year strategy could undermine this progress unless an emphasis is placed on the teaching, pedagogical element of their specialist expertise. (Contains 5 figures and 2 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A