The uncertain expert: A case study from Germany

Abstract

Following a brief socio-economic, conceptual and historical contextualisation of early childhood institutions in Germany, this chapter explores perspectives on professionalism arising from the work context of one practitioner in a kindergarten in the State of Saxony-Anhalt in former East Germany. It is argued that the practitioner’s conceptualisation of early childhood professionalism is constructed around her image of the child, leading to specific (i.e., open and relational) practices with children. Having to work in a system that values certainty and technical expertise, she finds herself in a fundamental professional dilemma.