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This article examines the professional identity of nine early years educators currently working in the early years sector of education in England. These educators include teachers, teaching assistants, nursery practitioners and nursery nurses working with children three to five years old in the Early Years Foundation Stage in state-maintained schools. The article arises from a doctoral research study that gives voice to the professional identities of these early years educators. The policy background and particular context in which the research is carried out are outlined. The article reports on an exploration of these educators' storied perceptions of their professionality, which is multi-dimensional, complex and cannot be reduced to a list of personal characteristics, responsibilities and duties. The educators' experiences of continuing professional development are considered and an alternative approach is suggested in light of these educators' needs in terms of being valued, having connections and making a difference in their work contexts. IntroductionThe stimulus for this research was prompted by conversations with early years educators (EYEs) in England. Some EYEs seemed enthusiastic about recent policy innovations; keen to enrol on programmes that confer professional status or inspired by recent in-service training to make changes to classroom environments. Others appeared confused about the rate of change within the sector and what appear to be increasingly intensified working conditions. They described a range of feelings including disillusionment with their role, a sense of a loss of control over their daily practice and anxiety at a perceived downward pressure to prepare children for the next stage of more 'formal' schooling. It seemed important to consider how their differing experiences and emotional responses related to their perceptions of themselves as educators of young children. These conversations prompted an exploration of the notion of professional identity and the ways in which it might be construed, negotiated, sustained and contested.The exploratory study outlined in this article focused upon the experiences of nine EYEs who work with three to five year olds in the Early Years Foundation

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