Professionalising the Early Childhood Workforce in England: work in progress or missed opportunity?

This article considers policies and strategies employed to professionalise the early childhood workforce in England since the Labour government took office in 1997. The term ‘professionalisation’ is associated here with moves towards creating a graduate early years workforce, which could have implications for training, pay and employment conditions, the specific body of knowledge and the professional identity of early years practitioners. The new status of Early Years Professional is explored, which has its legal underpinning in the 2006 Childcare Act. The discussion is informed empirically by the views of a small sample of practitioners training as Early Years Professionals. It is argued that the concept of professionalism applied here does not meet the criteria employed within sociological theories of the professions. It also contrasts with that of other professions working with young children, such as qualified teachers and social workers. Finally, it conflicts with early years practitioners’ own views on their professional identity. This process could therefore be regarded as representing a missed opportunity in professionalising the role of early years practitioners in England, but instead it is viewed as a work in progress, in the light of evidence for early years practitioners’ professional attitudes and commitment

Leadership of learning in early years practice : a professional learning resource

This book focuses upon effective pedagogical leadership and practice in the leadership of learning within early years settings and children’s centres. The book and accompanying DVD of real-life examples of early years leaders provides a framework for reflective thinking and learning for those leading practice and working with children, parents, practitioners, educators, and teachers to reflect upon their leadership of learning practice and consider further their leadership learning and development. It is a professional learning resource for both practicing and aspiring early years leaders, providing a timely response to Government recommendations to develop a knowledgeable workforce of graduate early years leaders. It aims to further leaders and aspiring leaders understanding of leading pedagogy in settings; leading transition to school; leading children’s learning in the outdoor environment; leading a community of learning and practice; leading continuing professional learning; leading creating and sharing knowledge with parents; leading change for transformation and leading creating and sharing reflections. It is essential reading for early years teachers, educators, candidates undertaking Early Years Teacher Status training (EYTS), EYTS and early years programme leaders, graduate and aspiring leaders; and all those involved in teaching and researching in the early years and childhood studies. CONTENTS: Introduction; 1. Effective leadership in the early years; 2. Leadership of learning; 3. Leadership of learning in early years practice; 4. Leading pedagogy in settings; 5. Leading transition to school; 6. Leading children’s learning in the outdoor environment; 7.Leading a community of learning and practice; 8. Leading continuing professional learning; 9. Leading, creating, and sharing knowledge with parents; 10. Leading change for transformation; 11. Leading, creating, and sharing reflections; 12. Self-reflection: My leadership of learning in early years practic