Professional profiles

Abstract

The present publication report the findings of a research carried out on the issues of early childhood professionalism in some Italian province. The study, that is predominantly qualitative, aims to investigate the relation between care practices and professional development within institutions. Specifically this article discusses the research findings emerging from a critical reflection on the categories identified through the data analysis. Within this discussion early childhood professionalism is conceptualized as a process which is sustained by ‘formation’, collegiality and reflective practices.