This article proposes reconceptualizing professional knowledge in early childhood education and care (ECEC) as knowledges, incorporating phronesis (practical wisdom), techne (skill), and episteme (pure knowledge). Conceptualizing professional knowledge in the plural broadens perspectives on the professional knowledge base and opens up a discussion of how different forms of knowledge are acquired. Drawing on Bernstein, the author identifies ECEC as requiring horizontal and vertical constructs of knowledge that have different structures and legitimization processes. While phronesis is presented as being a part of ECEC professional knowledges, the discussion explores the difficulties in defining phronesis, because of the variable ways it is articulated.

Her research interests center on the quality of early childhood services, with her fellowship focusing on the knowledge, skills, and attitudes required of the early childhood education and care workforce. She has a background in researching the provision of early childhood services and policy developments in early childhood education and care. Jan Georgeson is a research fellow at Plymouth University, currently investigating professional development for early years practitioners, especially in the context of multiagency working and working with very young children. She has a background in teaching young children with special educational needs, particularly speech, language, and communication difficulties. Jan carried out research at Birmingham University from 1995 onward, completing an EdD in Educational Disadvantage and Special Educational Needs in 2006. Since then she has worked on a range of research projects on disability, special educational needs, and provision in the early years.