Universities with a commitment to social change can shape the Post-2015 agenda

The University of Northampton is the only university in the UK to achieve a 'Changemaker Campus' status from Ashoka U. As a 'Changemaker Campus', the University of Northampton is at the forefront of social innovation and entrepreneurship in the UK and Europe, and in an elite consortium of 24 universities and colleges from around the world, including institutions such as Brown University and Duke University. That means in reality that we, as staff, have taken on board the underlying philosophy of social enterprise and believe that both ourselves and our students have the ability, and indeed a responsibility, to promote change for social good. And where better to start than Early Years

Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary

Hungary has experienced significant political, economic, demographic and social changes since the end of Soviet domination in the 1990s. The gradual move towards liberal-democracy has been accompanied by growing emphasis on individualism, choice and diversity. Universal kindergarten provision for 5-6 year olds is a long established feature of the Hungarian education system, but little is known about parental choice (Török, 2004). A case study (Yin, 2004) of factors influencing parental choice and satisfaction was undertaken in one Hungarian town. This was based on a survey of 251 parents of children attending both mixed-age and same-age groups across 12 kindergartens. Parents suggested that the most important influences were geographical location and the individual pedagogue(s). Given that traditionally each pedagogue follows ‘their’ cohort from kindergarten entry to primary school, their influence appears heightened. Although generally satisfied with their chosen arrangement, parents from same-age groups expressed significantly more confidence and satisfaction, particularly in relation to cognitive development and preparation for school. Parents appear less convinced about the trend towards mixed-age groups and questions are raised about sufficiency of evidence of their benefits in a Hungarian context and the driving factors behind change

Professional work in early childhood

This chapter looks at the mothering/informal caring and professional roles with young children and an explanation of the historical context of training and qualifications in childcare. It also explores the difference between teachers, social pedagogues and Early Years Professionals and the pathways towards achieving Early Years Professional Status (EYPS

Early years professional status: an initiative in search of a strategy

The UK has long lagged behind other developed countries in the level of government investment in Early Education and Care as a proportion of GDP (OECD 2006) and has maintained commitment to a ‘mixed economy’ including the private, voluntary and independent (PVI) sector. Scandinavian countries traditionally have had much higher levels of state investment and have required graduate levels of qualification for their ‘pedagogues’. Evidence from a large scale, longitudinal study in the UK (Sylva et. al 2003) confirmed that quality in pre-school provision is indeed linked to higher levels of qualification in staff. As part of a new Children’s Workforce Strategy (DfES, 2006) aimed at raising standards, a new form of graduate, multidisciplinary Early Years Professional Status (EYPS) has been created. The University of Northampton has been responsible for piloting the Validation Pathway (assessment only) across the East Midlands region of England during autumn 2006 and for the introduction of preparatory training programmes from January 2007. This paper builds on previous research, which reported a preliminary evaluation of the pilot programme (Hevey et al. 2006). It critically evaluates EYPS as an initiative in search of a strategy and considers the currently unresolved issues of status, recognition, pay and conditions, transformation funds (supply side subsidy) and the need for effective demand side subsidies to support affordability as fees inevitably increase. These are all essential features of a more strategic approach to professionalising a workforce that is fragmented, poorly qualified, poorly paid and located largely in the PVI sector

Developing the early years workforce: student perceptions of the Sure Start-Endorsed Early Years Foundation Degree

Promoting an holistic approach for children in the early years (Department of Education and Skills, 2004) and developing a highly trained and competent workforce (Department of Education and Skills, 2005) underpins current policy initiatives in England. The Early Years Sector-Endorsed Foundation Degree supports this development. This paper reports on ongoing qualitative research into the impact of the degree on the professional and personal lives of students at one university. The impact on the first two cohorts was immediately visible; with nearly two thirds extending their studies further by joining the BA (Hons) Early Childhood Studies degree at the institution. Students have reported increased confidence, knowledge and improved professional practice. Evidence suggests that if the impact of these is not to be lost, the British Government needs to ensure that employment opportunities and pay scales appropriately reflect the investment made

Social psychological aspects of psychophysiological experimentation (sex differences and experimenter sex effects)

The use of psychophysiological techniques in the investigation of social behaviour was explored. A sex difference in electrodermal reactivity, in the direction of male subjects being more reactive than females, was found in an initial experiment in social perception in which quasi-social visual stimuli were used. Attention was then focused on the psychophysiology experiment as a particular example of more general social interaction and the effects of the social environment on the physiological activity of subjects were studied. Experimenter sex was found to have significant but complex effects on the physiological activity of subjects and to interact with subject sex under some circumstances. Further, experimenter centred effects were found to persist beyond a standard rest period and to affect responsiveness as long as 20 minutes after actual social contact had ended. In addition, evaluation apprehension was found to enhance physiological responsiveness.The need for a functional distinction between tonic and phasic components of physiological activity was suggested from the electrodermal data. The model proposed by Pribram and McGuinness (1975) was adopted and used to clarify earlier results and as a framework for the discussion of the wider implications of sex differences and experimenter sex effects in physiological measures. Some methodological problems were raised. The need for social psychologists to recognize the inherent complexity of physiological concepts and for psychophysiologists to recognize the social nature of research was emphasized as a necessary precursor of any successful future developments in the field of social psychophysiology.</p