Lumsden, Eunice

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This work has been submitted to NECTAR, the Northampton ElectronicCollection of Theses and Research.Conference or Workshop ItemTitle: The Early Years Professional in EnglandCreators: Lumsden, E.Example citation: Lumsden, E. (2012) The Early Years Professional in England.Seminar Presentation presented to: Global Summit on Childhood, WashingtonDC, USA, 28-31 March 2012.Version: Presented versionhttp://nectar.northampton.ac.uk/4500/NECTARPlease do not reproduce without the permission of the author  Lumsden 28/3/12 The Early Years Professional  in  England   Dr Eunice Lumsden The University of Northampton Global Conference on Childhood Washington DC March 28th – 31st 2012  Please do not reproduce without the permission of the author eunice.lumsden@northampton.ac.uk Research  Aim   An exploration of the concept of professional identity through a critique of the concept, implementation and impact of EYPS as a new professional model. Please do not reproduce without the permission of the author  Lumsden 28/3/12 Research Objectives • To explore the separatist versus integrated models of professional identity.  • To interrogate and critique the concept of Early Years Professional Status in relation to wider policy and professional roles, including international comparisons.  Please do not reproduce without the permission of the author  Lumsden 28/3/12 • To analyse the impact of achieving Early Years Professional Status on candidates’ roles and practice and on perceptions of their professional identity.   • To critically evaluate the success and limitations of the Early Years Professional Status model for developing a profession (as opposed merely to professional development) and to assess the potential implications for future policy and practice.  Please do not reproduce without the permission of the author  Lumsden 28/3/12 Context • International focus on the importance of Early Childhood Education and Care.  • Early Years Professional Status imposed by English Government rather than grown organically.    Please do not reproduce without the permission of the author  Lumsden 28/3/12 • Traditionally professions in England have developed along a separatist rather than an integrated model of service delivery.  • Each profession has its own ‘professional identity’ which shapes and impacts on the services provided. Please do not reproduce without the permission of the author  Lumsden 28/3/12 • Historically health, education and social care provision for children and families have reflected the separatist model.  • Increasingly it has been recognised that the needs of children and families do not divide easily into these areas, despite understanding of this being evident in the early pioneers of early years education.   Please do not reproduce without the permission of the author  Lumsden 28/3/12 Please do not reproduce without the permission of the author  Lumsden 28/3/12 Separatist Professions Integrated Professions                  Separatist and Integrated Professions in  Children’s Services in England The  intersection  of MPW The MPW  Team  Social  Care Early Years Professional Education Health Law/ Policy Education Health Social Care Law/ Policy Please do not reproduce without the permission of the author  Lumsden 28/3/12 Theoretical Framework                                         The contemporary significance of the ecological model cannot be overstated.  It has provided a major starting point for understanding the link between children and their community.                                                              Pierson (2008:87).  I offer to the prologue now, in advance, in the hope that others too maybe moved to get into the act.  ‘The play’s the thing’.                                                  Bronfenbrenner, (2005:124). Bioecological Theory of Human Development  Please do not reproduce without the permission of the author  Lumsden 28/3/12 Please do not reproduce without the permission of the author  Lumsden 28/3/12 Early Years Professional  Parents Early Years  Settings Children Government Policy Research Wider Family Work Local Policy  Ofsted International Perspectives Government Departments Training  Providers Other Professionals/ workers Early Years Advisers Theory Time Perspective- Chronosystem    View 1 View 2 Please do not reproduce without the permission of the Early Years Professional Status  Parents Early Years  Settings Child/ren Government Policy Research Wider Family Work Local Policy  EY Advisers OFsted International Perspectives Government Departments Training  Providers Other EY Professionals Early Years Professional Status  Parents rl  rs  tti s Child/ren r  i ilrk Local Policy  Early Years  Advisers OFsted i l i  Government Departments Training  Providers Other Early Years Professionals Please do not reproduce without the permission of the Process EYPS EY Setting Training  Person (EYPS) Experience Training route Professional  Development    Time Development of Professional Identity Evolution of role Evolving     Training-CPD Context Training provided Policy Support Literature Review Please do not reproduce without the permission of the author  Lumsden 28/3/12 Policy The Professions Professionalisation to Professional  Please do not reproduce without the permission of the author  Lumsden 28/3/12  Policy... History can remind us that it is worth working for the things you believe in and the study of history shows how important it is to record ideas and practices for those who follow to ponder.                                                                                 Nutbrown, Clough and Selbie (2008:181).     Though much remains to be learned about how to lay necessary foundations during the pre-school years, which will enable children to achieve eventually the fullest measure of their potential, yet enough is known to take some action now…promoting optimal emotional, social and intellectual development; preventing neglect and deprivation; and, most difficult of all, for breaking into the vicious circle of the emotional or intellectually deprived children of today becoming tomorrow’s parents of yet another generation of deprived children.                                                    Pringle and Naidoo (1975:169).    Please do not reproduce without the permission of the author  Lumsden 28/3/12 We need to provide our children with the social and emotional capability to break the cycle ....  our babies, children and young people deserve the best emotional base they can have to make the best of their lives....                                                                                                                 Allen (2011).          Please do not reproduce without the permission of the author  Lumsden 28/3/12  Illich Schon Freidson Erau  Professions   The professions have become more, not less, socially exclusive over time. Despite a sharp growth in professional employment opportunities over recent decades, the professions are becoming the preserve of people from an increasingly small part of the social spectrum.    The Panel of Fair Access to the Professions (2009:20).  Please do not reproduce without the permission of the author  Lumsden 28/3/12 The Early Years Early Years Professionalisation Versus Professional Economics Motherhood/ Gender Workforce Reform Please do not reproduce without the permission of the author  Lumsden 28/3/12 Paulo Freire Methodology and Methods    Stage One: Training  • Questionnaires • Case Study Interviews  Stage Two: 1 Year Post Award • Questionnaires • Case Study Interviews • Focus Groups Please do not reproduce without the permission of the author  Lumsden 28/3/12 Early Years Professional Stakeholders • Questionnaires • Case Study Interviews  • Questionnaires • Case Study Interviews • Focus Group   Stage One    Stage Two: 1 Year Later  Please do not reproduce without the permission of the author  Lumsden 28/3/12 Total Population Response Rate Total Population Response Rate Total Population Response Rate Pathway Start Start of Pathway Questionnaire (Baseline) Candidates Undertaking Validation End of Validation (Qu. One) Awarded EYPS One Year on Questionnaire (Qu. Two) First Group 46 - 41 30 39 5 % Response Rate - 77% (of 39) 13% (of 39) Main Sample 115 73 96 43 76 44 % Response Rate 63% (of 115) 45% (of 96) 58% (of 76) Please do not reproduce without the permission of the author  Lumsden 28/3/12   Phase One Interviews Phase Two Interviews FIRST GROUP September 2006 Start _ _ Spring 2008  5  VALIDATION PATHWAY January 2007 Start  Summer 2007  1  Summer 2008  1  SHORT PATHWAY            January 2007 Start  Spring 2008  7  Spring 2009  7  SHORT PATHWAY            September 2007 Start  Summer 2008  4  Summer 2009  4  FULL PATHWAY                  Autumn 2007 Start  Spring 2008  7  Summer 2009  4  LONG PATHWAY               Autumn 2007 Start  Spring 2009  3  Spring 2010  2  22  23     Please do not reproduce without the permission of the author  Lumsden 28/3/12 Stakeholders Questionnaires Interviews Phase One              Summer 2008           63 (63%) 10 Phase Two Summer 2009           46 (46%) 6 Focus Groups Please do not reproduce without the permission of the author  Lumsden 28/3/12 Focus Group Early Years  Professionals   Stakeholders Number 5 4 Gender Female Female Role EYP Lecturers Setting PVI Children Centre’s Local Authority University Former Teachers Advisers Key Findings • Overwhelming agreement that EYPS was a positive and welcomed development.  • A new professional space with flexible borders is developing at the intersection of education, health and social care.  • The title ‘Early Years Professional’ was not being used.  Please do not reproduce without the permission of the author  Lumsden 28/3/12 Please do not reproduce without the permission of the author  Lumsden 28/3/12 Social Care Education Health The Early Years Professional Law/Policy QTS/EYPS A New Professional Space with Flexible Boarders  Please do not reproduce without the permission of the author  Lumsden 28/3/12 Setting Dependent Holistic Knowledge Knowledge Skills Attributes Relationship with Child Catalyst  for  Change    Professional  Identity Relationship  with  Parents/Carers Holistic Leadership   Relationship with Teaching Advocacy Communities  of  Practice Professional Status CPD Government Involvement   In conclusion...     Please do not reproduce without the permission of the author  Lumsden 28/3/12 An ‘essential’  not just desirable member of the  wider  children’s workforce...   ...an holistic leadership professional - an advocate for young children. Please do not reproduce without the permission of the author  Lumsden 28/3/12    However...    ...it will be a missed opportunity if the government continues not to recognise the workforce in real terms, as they will continue, as Osgood (2010) contends, to reinforce the social injustice, poverty and low status that persist in the early years workforce. Please do not reproduce without the permission of the author  Lumsden 28/3/12 Finally....The Theoretical Framework      How the Early Years Professional supports understanding of the under theorised ‘Chaotic-System’ Please do not reproduce without the permission of the author  Lumsden 28/3/12 Please do not reproduce without the permission of the author  Lumsden 28/3/12 Parents Early Years  Settings Children Government Policy Research Wider Family Local Policy  Early Years Advisers Ofsted International Perspectives Government Departments Training Providers Other Professionals/Workers Theory Chronosystem Meso Micro Exo Macro     Early Years   Professional     Chaotic System References • Allen, G. (2011) Early intervention: the next steps: an independent report to her majesty’s government. London: Cabinet Office. • Bronfenbrenner, U. (2005) (ed) Making human beings human: bioecological perspectives on human development. London: Sage Publications Limited. • Eraut, M.  (1994)  Developing professional knowledge and competence.  London: Taylor Francis Routlegde. • Freidson, E.  (1983) The theory of professions: State of the ark.  In Dingwell, R. and Lewis, P.  The sociology of the professions: Lawyers, doctors and others.  London and Basingstoke: The Macmillan Press Limited.  pp. 19-37. • Freidson, E.  (2001) Professionalism: the third logic. Cambridge: Polity Press. • Lumsden, E. (2010) The new early years professional in England [online].  International Journal for Cross-Disciplinary Subjects in Education (IJCDSE).  1 (3), 253-262.  Available from: http://www.infonomics-society.org/IJCDSE/Published%20papers.htm • Lumsden, E. (2006) The early years professional: a new profession or a missed opportunity. PhD thesis, The University of Northampton, in progress. • Nutbrown, C., Clough, P and Selbie, P.  (2008)  Early childhood education: history, philosophy and experience.  London: Sage Publications Ltd. • Osgood, J.  (2010) Professional identities in the nursery: contested terrain. In Robb. M. and  Thomson, R.  Critical practice with children and young people.   Bristol: The Policy Press.  pp. 233-248. • Schon, D.  (1983) The reflective practitioner: how professionals think in action.  Aldershot: Ashgate Publishing Limited. • The Panel on Fair Access to the Professions. (2009) Unleashing aspiration: The final report of the panel of fair access to the professions [online].  London: The Cabinet Office. Available from: http://www.cabinetoffice.gov.uk/media/227102/fair-access.pdf [Accessed 26th July 2009].  Please do not reproduce without the permission of the author  Lumsden 28/3/12 

The Early Years Professional in England

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