Professionalisation of Childcare Assistants in Early Childhood Education and Care (ECEC): Pathways towards Qualification, NESET II report, Publications Office of the European Union, Luxembourg (2016)

The aim of this report, commissioned by the European Commission (DG Education and Culture) to VBJK and PPMI, was exploring the role and qualification of assistants in Europe (professionals that support core practitioners in daily tasks with children and families). The study on the situation of assistants was conducted in 15 EU countries, including 4 case studies in Belgium, Slovenia, France, and Denmark. These professionals often have a low or no qualification, and are not involved in CPD paths along with core practitioners. Assistants normally take care of children’s physical needs, while core practitioners are thought to ‘educate’ (meaning ‘cognitive activities’). This implicitly indicates that there is a hierarchy between care and education, care being valued as inferior than cognitive development. Yet, since research and practice show that caring tasks are educational in nature, this report advocates for a holistic “educare” approach, in which care and education are intertwined. This is especially important when thinking about the diverse society we live in, and different conceptualizations of care and education that it may imply. Research also shows that families/children with vulnerable background very often suffer from an underestimated value of ‘care’.

Focus of the publication:

- ECEC assistants;

- pre-service training;

- in-service training competences