AndersenCE (2015) Mot en mindre profesjonalitet. ‘Rase’, tidlig barndom og Deleuzeoguattariske blivelser [Towards a minor professionalism. ‘Race’, early childhood and Deleuzeoguattarian becomings].PhD Thesis, Stockholm University, Sweden.
2.
BartholdssonÅ (2021) When there is a book to stick to’: Teacher professionalism and manual-based programmes in two Swedish early childhood education settings. Education Inquiry12(1): 17–34. DOI: 10.1080/20004508.2020.172.
Carrizo Y (2026) Microscopic matters and multispecies pedagogies: Re-creating professionalism in early childhood education. Contemporary Issues in Early Childhood X(XX): XXX–XXX.
5.
Churchill Dower R and Albin-Clark J (2026) Prescribings for artful professionalisms in early childhood education. Contemporary Issues in Early Childhood X(XX): XXX–XXX.
6.
Dernikos B and Johnson Thiel J (2026) Following the witch’s flight: Reimagining professionalism in early childhood literacy education. Contemporary Issues in Early Childhood X(XX): XXX–XXX.
7.
FairchildN (2017) Segments and stutters: Early years teachers and becoming-professional. Contemporary Issues in Early Childhood18(3): 294–307. DOI: 10.1177/14639491177311023.
8.
FenechMKingS (2022) Problematising early childhood teacher registration as a mechanism to improve quality early childhood education and care. Contemporary Issues in Early Childhood23(1): 68–79. DOI: 10.1177/1463949119896023.
9.
JacksonZI (2020) Becoming Human: Matter and Meaning in an Antiblack World. New York University Press.
10.
KamenaracO (2023) Business managers in children’s playground: Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand. Contemporary Issues in Early Childhood24(3): 268–280. DOI: 10.1177/1463949121989362.
11.
Lagos-SerranoM-J (2024) Feeling like ‘the ham of the sandwich’: The contested professional identities of school-based early childhood educators in Chile. Contemporary Issues in Early Childhood25(1): 21–35. DOI: 10.1177/1463949122112003.
12.
LaitiMKessRJuutinenJ (2026) Teacher professionalism in Sámi early childhood education: Working at the cultural interfaces. Contemporary Issues in Early ChildhoodX(XX): XXX–XXX.
13.
LatourB (2004) Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry30(2): 225–248. DOI: 10.1086/421123.
14.
Le GuinU (1986) The Carrier Bag Theory of Fiction. Terra Ignota.
15.
Macha K and Gibbons A (2026) Where the wild teachers are: The early childhood professional and the wild effects of professionalism. Contemporary Issues in Early Childhood X(XX): XXX–XXX.
16.
ManningE (2016) The Minor Gesture. Duke University Press.
17.
Menon N and Johnston (2026) Being in this together: Improvising imaginaries of professionalism through care collectives. Contemporary Issues in Early Childhood X(XX): XXX–XXX.
18.
Mooney SimmieGMurphyD (2023) Professionalisation of early childhood education and care practitioners: Working conditions in Ireland. Contemporary Issues in Early Childhood24(3): 239–253. DOI: 10.1177/1463949121101018.
19.
NgangaLMadrid AkpovoSThapaS, et al (2020) How neocolonialism and globalization affect the early childhood workforce in Nepal and Kenya. Contemporary Issues in Early Childhood21(2): 111–125. DOI: 10.1177/1463949120929471.
20.
OsgoodJ (2004) Time to get down to business? The responses of early years practitioners to entrepreneurial approaches to professionalism. Journal of Early Childhood Research2(1): 5–24. DOI: 10.1177/1476718X0421001.
21.
OsgoodJ (2006a) Deconstructing professionalism in the early years: Resisting the regulatory gaze. Contemporary Issues in Early Childhood7(1): 5–14. DOI: 10.2304/ciec.2006.7.1.5.
22.
OsgoodJ (2006b) Editorial: Rethinking ‘professionalism’ in the early years: English perspectives. Contemporary Issues in Early Childhood7(1): 1–4. DOI: 10.2304/ciec.2006.7.1.1.
23.
OsgoodJ (2010) Negotiating Professionalism: Towards a critically reflective emotional professionalism. Early Years: an International Journal of Research and Development30(1): 119–134.
24.
OsgoodJ (2012) Narratives from the Nursery: Negotiating Professional Identities in Early Childhood. Routledge.
25.
OsgoodJ (2019) Materialising professionalism in the nursery: Exploring the intimate connection between critique and creation. In: Robb MMontgomery H and Thomson R (eds) Critical Practice with Children and Young People (2nd ed.). The Open University, pp. 199–217.
26.
OsgoodJ (2022) From multispecies tangles and Anthropocene muddles: What can lichen teach us about precarity in early childhood education? In: BlythCAslanianTK (eds) Children and the Power of Stories. Springer, 51–68.
27.
OsgoodJScarletRR/Giugni M (2015) Putting posthumanist theory to work to reconfigure gender in early childhood: When theory becomes method becomes art. Global Studies of Childhood5(3): 346–360. DOI: 10.1177/2043610615597160.
28.
PovinelliE (2021) Between Gaia and Ground: Four Axioms of Existence and Ancestral Catastrophe of Late Liberalism. Duke University Press.
29.
ReinertsenAB (2017) Body as profession or what is it with Irma?Cultural Studies ↔ Critical Methodologies17(3): 244–250. 10.1177/1532708616673658
30.
SandvikN (2014) Når gode intensjoner spenner bein på seg selv [When good intentions backfire themselves]. In: AfdalGRøttingÅSchjetneE (eds) Empirisk etikk i pedagogiske praksiser: Artikulasjon, forstyrrelse og ekspansjon[Empirical Ethics in Educational Practices: Articulation, Disruption and Expansion]. Cappelen Damm Akademisk, pp. 52–69.
31.
Scarlet RR and Dorrat L (2026) ‘How did you know how we felt?’: All professional development should be a musical!Contemporary Issues in Early Childhood X(XX): XXX–XXX.
32.
SomervilleM (2014) Professional learning for planetary sustainability: Thinking through country. Fenwick T In: Nerland M (eds)Reconceptualising Professional Learning: Sociomaterial Knowledges, Practices and Responsibilities. Routledge, pp. 213–227.
33.
StengersI (2018) Another Science Is Possible: A Manifesto for Slow Science. Trans. Muecke S. Polity Press.
34.
StengersIDespretV (2014) Women Who Make a Fuss: The Unfaithful Daughters of Virginia Woolf. Trans. Knudson A. University of Minnesota Press.
35.
TogsverdL (2015) Da ‘kvaliteten’ kom til småbørnsinstitutionerne. Beretninger om hvordan det går til, når kvalitet på det småbørnspædagogiske område skal vides og styres [When ‘quality’ came to the early childhood institutions. Reports on how it goes when quality in the early childhood education area needs to be known and managed].PhD Thesis, Roskilde University, Denmark.
36.
Westgaard BjelkerudA (2022) Konseptualiseringer av profesjonalitet: En Deleuze-inspirert utforskning av barnehagelæreres profesjonalitet og det barokke [Conceptualisations of professionalism: A Deleuzian exploration of early childhood teachers’ professionalism and the baroque].PhD Thesis, Inland Norway University of Applied Sciences, Norway.
37.
Westgaard Bjelkerud A (2026) What is needed is a cryptographer: Baroque conceptualisations of professionalism. Contemporary Issues in Early Childhood X(XX): XXX–XXX.
38.
Yu S and Libby-Reynolds J (2026) Becoming-with inclusivity in early childhood education professionalism through multimodal visualization of classrooms. Contemporary Issues in Early Childhood X(XX): XXX–XXX.