Understanding Early Years Education across the UK

Boyd, Diane; Hirst, Nicky

doi:10.4324/9781315776897

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the UK, ECEC policy and curricula differ across the four nations: England, Northern Ireland, Scotland and Wales (Boyd and Hirst 2016). In England, the Children's Workforce Development Council (CWDC) launched the Early Years Professional Status (EYPS) standards in 2007.…”

Section: The Early Years Workforcementioning

confidence: 99%

Gaining professional recognition: exploring professionality and professional identity of early years practitioners in higher education

Dickerson

Trodd

2020

Teaching in Higher Education

View full text Add to dashboard Cite

Professionalisation of the early years workforce internationally foregrounds what it means to gain professional recognition as an early years practitioner and has important implications for developing vocational programmes in higher education. This article explores two early years practitioners' professionality and developing professional identities as they undertook a new undergraduate degree programme whilst employed full-time in UK early childhood settings. Using the practitioners' learning stories and insights from their managers and mentors, this article examines evidence for changes in their professional identities; illustrates how they used their learning in practice; and identifies learning about their professionality. Significantly, it contributes to the understanding of professional identity, professionality and professionalism of early years practitioners and questions whether 'threshold concepts', after Meyer and Land, differ depending on students' prior experience of practice. The findings inform understandings of the way higher education programmes can enable practitioners to develop themselves and contribute to their profession.

show abstract

Section: The Early Years Workforcementioning

confidence: 99%

Gaining professional recognition: exploring professionality and professional identity of early years practitioners in higher education

Dickerson

Trodd

2020

Teaching in Higher Education

View full text Add to dashboard Cite

show abstract

“…There are differences in ECEC policy and curricula across the four nations of the UK: England, Northern Ireland, Scotland and Wales (Boyd and Hirst 2016). In England, following on from publication of Every Child Matters, a national framework for local programmes of change (Department for Education and Skills 2004), the UK Government's childcare strategy (HM Treasury 2004) proposed radical reforms to the qualifications framework for the childcare workforce.…”

Section: The Workforcementioning

confidence: 99%

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

Trodd

Dickerson

2018

Professional Development in Education

View full text Add to dashboard Cite

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.

show abstract

What constitutes a high-quality environment for speech and language development?

Richardson

2023

International Journal of Early Years Education

View full text Add to dashboard Cite

Understanding Early Years Education across the UK

Cited by 4 publications

References 0 publications

Gaining professional recognition: exploring professionality and professional identity of early years practitioners in higher education

Gaining professional recognition: exploring professionality and professional identity of early years practitioners in higher education

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

What constitutes a high-quality environment for speech and language development?

Contact Info

Product

Resources

About