Where measurement stops: A review of systematic reviews exploring international research evidence on the impact of staff qualification levels in ECEC on the experiences of, and outcomes for, children and families.

Qualifications vary widely for those employed within the ECEC sector; this is of particular concern within the English context where questions are raised about sustainability. An inconsistent approach to training and qualifications has contributed to a perception of ECEC as low skilled work. Apprenticeships and part-time distance learning courses have become commonplace, enabling practitioners to work and study concurrently; however, this strategy has blurred the boundaries between initial training and CPD. There is a persistent concern about how to improve educational attainment for young children. In the English context, the Early Years Workforce Strategy (DfE 2017) acknowledged the impact of specialised graduates. Other evidence notes that better qualified practitioners provide higher quality provision (Mathers et al. 2011) and that such provision is positively associated with children’s attainment and progress throughout primary school (Sylva et al. 2011). More recently, Bonetti and Blanden (2020) found a small positive association between the presence of graduate level staff in private, voluntary, and independent settings and 5-year-olds’ attainment on the Early Years Foundation Stage Profile (EYFSP) (DfE 2018) although the authors note that improved outcomes were modest. It is widely accepted that quality in ECEC matters to the families of young children. In the context of England, successive governments have committed to the expansion of fully subsidised ‘15-hour’ and ‘30-hour’ provision for 2-4 year olds, not only to promote children’s development, but also to support parental employment, particularly for disadvantaged families. Previous initiatives to support parents and families, such as the Sure Start local programmes, found positive impacts for parents and families yet spending cuts have led to more than 30% of Sure Start Centres (more than 1000) closing since 2009 (Smith et al. 2018). A renewed interest in impact on families has been referenced recently in the enhancement of Family Hubs and a discussion of how they may build on existing Sure Start provision (DHSC 2021). In 2021, it is impossible to consider the experiences of young children and their families without acknowledging the ongoing context of Covid-19. The pandemic situation has impacted both children and families in many ways, including their access to quality education and care, thus worsening an already precarious situation. A further layer of complexity and concern is the impact of pervasive inequalities on the lives of many young children and their families; around 4.3 million children were noted as living in poverty in the UK in 2020 with numbers rising to include the impact of the pandemic (Hirsch and Stone 2021). Our findings are based on the analysis of 25 reviews which included over 764 research studies. These reviews focused on research evidence of the relationship between practitioner qualifications/training and their links to better outcomes for young children and their families. Reviews were included in the study following a systematic review process based on protocols established by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) (Gough, Oliver, and Thomas 2012). Internationally published literature (written in English) was searched using EBSCO (to include ASC, BEI, ERC and ERIC) and SCOPUS. The search took place in October 2020 and fields included were titles, abstracts and keywords; the search strategy is set out in Appendix 1. Publications were limited to those published between 2002-2020. Inclusion and exclusion criteria were applied to the initial 18579 articles to arrive at the 25 articles analysed for our report

New leaders in Early Years: making a difference for children in England

This paper examines the extent by which the four domains of the sustainable early childhood leadership model were evident in the experiences of New Leaders in Early Years (NLEY) participants. This original piece of research explores the impact of pedagogical leadership and focuses on participants recruited to a national pilot to make a difference for children in areas of social disadvantage in England. The significance of this paper is timely given the continued focus on leadership, evidenced in the ‘Early Years Workforce Strategy’ (2017). This paper contributes a conceptual framework for early childhood leadership as a methodological tool to make sense of the data. The findings suggest that NLEY did have an impact on the settings and the families they were working with and that the conceptual framework for early childhood leadership was an effective tool for making sense of their journey from novice to leader

Understanding gender and early childhood: an introduction to the key debates

Understanding Gender and Early Childhood is a comprehensive and accessible introduction into the main issues around gender and what these mean for our youngest children. Drawing on key theories and research, and illustrating each topic with case studies, reflective questions and a summary of key points, students are encouraged to question why it is more relevant than ever to consider gender issues and to reflect critically on their own practice and on the practice of others. The three parts examine gender in relation to the children, the workforce and wider society, concluding with inclusive suggestions for the future of the early years classroom. Topics covered include: • how gender impacts on children’s play, learning and achievement, • the gender imbalance in the early years workforce and the impact of this on children, • the gendered ways in which people engage with children, • gender issues in children’s health. This book is an essential read for those studying on Early Years and Early Childhood courses, along with practitioners and anyone else who wants to develop their understanding of the most pressing issues relating to gender and early childhood practice.</p

Introducing research in early childhood

What does the term ‘research’ in early childhood actually mean? What does research involve, and how do you go about doing it? This book explains exactly what ‘research’ is; it explores key ideas, themes and terminology to provide you with a clear understanding of its importance to your early years or early childhood studies degree. It will help you: · Understand what it means to think critically, and unpick childhood research · Learn how to analyse, examine and understand the importance of others’ research · Get to know how research is designed and carried out · Appreciate the importance of ethics · Get to grips with translating research into real life in an early childhood setting. Laying the foundations to develop your confidence in talking about research and making links between theory and practice, this book will support you as you begin your research journey into the world of early years.</p

Understanding the Media in Young Children’s Lives: An Introduction to the Key Debates

This book explores the impact of digital media on young children’s lives and the role that the media and news industries play in the social construction of childhood. It highlights the pressing issues relating to young children’s media use drawing on key research and examines the impact of digital media on their learning, development and socialization. The chapters recognise the challenges digital media presents children and families, but also demonstrate how media use and engagement can have a positive impact on children’s academic attainment, social capital and opportunities to create and curate online content. Covering key areas of concern such as safety, violence and children’s mental health, the authors provide strategies to help children and families reduce the risks that can arise with digital media use and capitalise on the opportunities it can offer. Including case study examples and opportunities for reflective practice, this is an essential text for students on Childhood and Early Childhood Studies courses and Early Years Foundation Degrees as well as practitioners wanting to develop their critical understanding of the role of the media in young children’s lives

From Weeds to Tiny Flowers: Rethinking the Place of the Youngest Children Outdoors

This report provides new knowledge and understanding about babies and toddlers outdoors. It starts from a point of concern about the way the youngest children are seen as ‘out of place’ or not belonging in outdoor spaces. We use the metaphor of “garden weeds” (after Jenks, 2005) to convey this idea.The evidence in the report is based on a systematic literature review conducted by the authors as the first part of a Froebel Trust funded project.Three types of outdoor spaces are important in the lives of the youngest children – those in the home, community and within ECEC settings. Research emphasises the importance of specific environmental characteristics (greenness, the presence of natural features, enclosure) within these outdoor spaces. Adults play a key role outdoors in supporting babies and toddlers in outdoor spaces. Research highlights the importance of connective care practices and interactions that facilitate familiarity with the natural world. The interactions between babies and toddlers, the adults who care for them, and outdoor spaces are complex and can either be connective (oriented towards inclusion) or disconnective (oriented towards exclusion). A range of intersecting social characteristics (socio-economic status, education, class, ethnicity, and disability), cultural, and environmental factors are understood to influence interactions outdoors. ECEC settings have a potentially critical role in developing more inclusive practices, and challenging the idea that the youngest children don’t belong outdoors.Drawing on Froebelian thinking, we suggest that babies and toddlers can be helpfully likened to ‘tiny flowers’ that need ‘space and time’ to flourish and grow ‘in and with nature’