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Like pro-bono service of law and other professional practices, micro-credentialing has become the quasi-charity project of the rapidly commodifying higher education (HE) sector. Produced with minimum waste and expense, qualifications through micro-credentialing economises time spent and optimises efforts. As a result, these bite-size educational offerings are becoming abundant and attractive to both learners and providers. While learners learn on the job or in the job market, providers get an opportunity to package knowledge and skills. Among a plethora of courses with potential overlapping and mismatched competencies, however, a clear pathway to target a career through pastures of micro-credentialing is yet to emerge. If not, it may result in another system of skill poverty and thus alienate the essential autonomy of credential seekers. Autonomy or self-tailoring your own package of micro-credentials (MC) without a proper wayfinding system could be overwhelming, sometimes even counterproductive, if competency management is based on a one-size-fits-all model. Via a local case, this chapter reviews current MC available to capacitate a career using Construction Management (CM) as a point of departure. It aims to develop a wayfinding framework or user-friendly menu for those wanting to craft a career via a micro-credentialing ecosystem. Broadly, it investigates navigating various MC offerings equivalent to undergraduate qualifications needed to become a CM professional recognised by accreditation bodies. In the process, it systematically discourses multiple ontologies of micro-credentialing in links, lapses, overlaps, and intersections among competencies to untangle complexities and optimise opportunities. It was hoped that learners could target a career instead of matching a job profile in the micro-credentialing universe.

Volume 13 of the Advances in Early Education and Day Care series marks twenty years that the series has attempted to provide a forum for current scholarship that might further our thinking about early childhood education and care. This, my ninth volume as series editor, is intended to serve the continuing intent of the series to provide multi-disciplinary and interdisciplinary perspectives on a field that by its nature requires diverse perspectives. Early childhood practices have drawn on ideas from child development, curriculum studies, social work, nursing, sociology, anthropology, and other fields that inform us about children, their care, and the settings in which we implement our programs. Advances has always attempted to respect the necessary diversity of perspectives that can inform the field, and to support work that may not fit in a tidy disciplinary nook.

Rough and tumble (R&T) play is a well-researched form of play fighting that contributes to children’s academic and social success. Some continue to believe it inevitably leads to bullying and aggression, but this chapter makes that case that R&T should be reconceptualized and supported by creating settings that welcome and encourage consenting players’ participation. R&T can be supported by creating an emotionally safe environment where children are empowered to choose whether or not to join in, by the provision of wide-open spaces, adequate time, and adults who will provide a physical and emotional safety net at arm’s length.