Peer-reviewed article
Professional Knowledges for Early Childhood Education and Care
Verity Campbell‐Barr ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This academic article discusses how to conceptualize professional knowledge in early childhood education and care by incorporating different types of knowledge including practical wisdom, skill, and theoretical knowledge. The author argues for viewing professional knowledge as plural rather than singular and explores how different forms of knowledge are structured and validated in ECEC settings. The paper draws on educational theory to distinguish between horizontal and vertical knowledge constructs relevant to early childhood professionals.
Key points
- Professional knowledge in ECEC should be reconceptualized as 'knowledges' in plural
- Three forms of knowledge are relevant: phronesis (practical wisdom), techne (skill), and episteme (pure knowledge)
- ECEC requires both horizontal and vertical constructs of knowledge with different structures
- Different forms of knowledge have different legitimization processes
- Defining phronesis in ECEC contexts is complicated due to variable articulations
Limitations
This is a theoretical and conceptual paper that does not evaluate outcomes for children or assess the effectiveness of any intervention. It discusses professional knowledge frameworks without empirical evidence of how these approaches affect child well-being or learning outcomes.
Abstract
This article proposes reconceptualizing professional knowledge in early childhood education and care (ECEC) as knowledges, incorporating phronesis (practical wisdom), techne (skill), and episteme (pure knowledge). Conceptualizing professional knowledge in the plural broadens perspectives on the professional knowledge base and opens up a discussion of how different forms of knowledge are acquired. Drawing on Bernstein, the author identifies ECEC as requiring horizontal and vertical constructs of knowledge that have different structures and legitimization processes. While phronesis is presented as being a part of ECEC professional knowledges, the discussion explores the difficulties in defining phronesis, because of the variable ways it is articulated.