‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners

Abstract

Emphasis on professionalisation of the childcare workforce internationally is associated with evidence that links education and experience of early years practitioners; quality of early education and care; and outcomes for children and families. In England, this has led to a proliferation of vocational undergraduate programmes. This article draws on research carried out with early years practitioners who were completing a sector endorsed foundation degree in early years programme that provided students in full-time employment with opportunities for professional and workplace learning. The students' views and experiences, documented in personal reflections and learning stories and voiced during focus groups, were complemented by those of early years managers and mentors. A critique of the findings to learn about developing early years practitioners' identities as professionals and as professional learners suggests that the students became confident, reflective professionals and learners who shared their learning and sought to implement change in their settings. This research has implications for developing early childhood education and care (ECEC) practitioners, new to academic study, as learners and as confident, reflective members of a professional workforce at a time of ongoing change and uncertainty in ECEC policy and practice nationally and internationally.

Developing multilingual practices in early childhood education through professional development in Luxembourg

“…The professionals analyzed their beliefs and practices, connected theory and practice, constructed new knowledge, developed positive attitudes and began to change their practice. According to Trodd and Dickerson (2018), the ability to critically reflect on one's practice, to consider other perspectives and rethink one's own are starting points for transformation and the sustainability of change.…”

The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

“…Waters and Payler (2015), for instance, argue that PD should enable practitioners to undergo "systematic, sustainable and transformative change" (p. 163). The competence to critically reflect, consider other perspectives and rethink one"s own can be the starting point both for transformation and the sustainability of change (McLeod, 2015;Trodd & Dickerson, 2018). We are unable to comment on sustained practices but we agree that short-term enquiry-based programmes like ours need to be followed up, ideally with professional learning in learning communities, individual coaching, and the involvement of management (Buschmann & Sachse, 2018;Gaikhorst et al, 2017;Markussen-Brown et al, 2017;Werner et al, 2016).…”

“…The documentation allows the practitioners to reflect on their practice and the trainers to support and give feedback (Gaikhorst, Beishuizen, Zijlstra & Volman, 2017). Particularly promising are models where practitioners research their own practice collaboratively with an intent to change it, for example through action-research or in professional learning communities (Gaikhorst et al, 2017;Grierson & Woloshyn, 2013;Trodd & Dickerson, 2018). Enquiry-based models facilitate learning and change because, firstly, they are based on personal needs and provide practitioners with some control over their learning, which, in turn, makes it meaningful and relevant.…”

“…2018;Gaikhorst et al, 2017) and was grounded in effective early years practice (De Houwer, 2009;Hindman & Wasik, 2008;List, 2010). Based on claims of practitioners" poor competences (DJI, 2011; Thoma & Tracy, 2012) and the inconsistency between their beliefs and practices (Kratzmann et al, 2013;MENJE & INSIDE, 2015;Viernickel et al, 2013), the course focused on attitudes and the development of knowledge and skills within an enquiry-based framework (Egert 2015;Trodd & Dickerson, 2018). The first three sessions examined changes in the perspectives of bilingualism (Garcí a & Li Wei, 2014), learning theories, ways of valuing home languages, language-modelling and interaction-supporting strategies, and methods of developing Luxembourgish, French and German (the language the children become literate in Year 1).…”

Early Language Education in Luxembourg

“…A similar study was conducted with bilingual children, and the findings show that the teachers changed their interactional practice and that the children improved their skills in German (Sachse et al 2016). Apart from changing knowledge, skills, and attitudes, practitioners have also been shown to develop a sense of professional identity and develop confidence in interacting with other stakeholders (Trodd and Dickerson 2018).…”