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= o3 * < Introduction
$
This Paper reports on the initial stage of a longitudinal study critiquing the notion of professional identity through the development of the Early Years Professional
This is an unprecedented development for those who work with children from birth to five.
A new multi-disciplinary professional role has been prescribed in legislation by central government to work in parallel with qualified teachers in Early Years.
Z ,
Background $ ! Until the late 1990s, early years and childcare in the UK had been characterized by:
the separation of education and care
minimal government intervention
conflicting attitudes to working parents
provision of variable quality
staffing largely by low paid and poorly qualified women. $ X Z Z " " 2 X Labour Government (1997) Sure Start unit established with targets including the creation of 1 million new childcare places.
2000 the Foundation Stage for 3-5 year olds had been added to the statutory National Curriculum Framework.
Guidance issued to all settings in receipt of Nursery Education Grant (QCA, 2000), including day-care settings.
Y V Y 3 \ 2 0 0 1 , N a t i o n a l S t a n d a r d s f o r U n d e r E i g h t s D a y C a r e a n d C h i l d m i n d i n g ( D f E S , 2 0 0 1 )
O f s t e d t a k e n o v e r r e s p o n s i b i l i t y f r o m L o c a l A u t h o r i t i e s f o r r e g u l a t i o n f o r a l l e a r l y y e a r s c a r e a n d e d u c a t i o n s e r v i c e s .
N a t i o n a l m i n i m u m q u a l i f i c a t i o n r e q u i r e m e n t w a s i m p o s e d f o r m a n a g e r s o f a l l e a r l y y e a r s s e t t i n g s . * R / / 4 These changes were impacted upon by:
The death of Victoria Climbe (2001) and subsequent Laming Inquiry (Laming, 2003).
Every Child Matters (ECM) (Department of Education and Skills, 2004)
H ) Z Z Z Z & ? 5
| T h i s l e d t o a r a d i c a l r e f o r m a g e n d a f o r c h i l d r e n s s e r v i c e s i n s u p p o r t o f f i v e o u t c o m e s f o r a l l c h i l d r e n :
S t a y s a f e
B e h e a l t h y
E n j o y a n d a c h i e v e
E c o n o m i c w e l l - b e i n g
C o n t r i b u t e t o s o c i e t y , m R m R 6 The Children Act 2004, provides the legal framework for these outcomes, and underpins the drive to improve services through:
Multi-agency working
An integrated approach to provision of care and education services , ^ ^ 7 E a c h L o c a l A u t h o r i t y h a d t o a p p o i n t a D i r e c t o r o f C h i l d r e n s S e r v i c e s r e s p o n s i b l e f o r e d u c a t i o n a n d s o c i a l c a r e .
C h i l d r e n s W o r k f o r c e D e v e l o p m e n t C o u n c i l ( C W C D ) e s t a b l i s h e d t o o v e r v i e w w o r k f o r c e r e f o r m .
6 r [ 8
T h e g o v e r n m e n t a l s o c o n f i r m e d t h e i r c o m m i t m e n t t o s u p p o r t c a r e a s w e l l a s e d u c a t i o n b y l a u n c h i n g A T e n Y e a r S t r a t e g y f o r C h i l d c a r e a s p a r t o f t h e p r e - b u d g e t r e p o r t i n 2 0 0 4 . ( D e p a r t m e n t o f E d u c a t i o n a n d S k i l l s , 2 0 0 4 a ) 9 Evidence from a large scale study (Sylva et al., 2004) reported that better outcomes for children in early years care and education settings were linked to higher levels of qualification in staff.
These findings gave further support to the government agenda for change and 2006 saw the Child Care Act finally removing the distinction between education and care for children under five years old. * ) b : The Child Care Act(2006) also paved the way for the introduction of a new statutory Early Years Foundation Stage covering the age range birth to five.
A new multi-disciplinary professional role in early years in the form of EYPS, which is broadly equivalent to Qualified Teacher Status (QTS) for work with the 0-5 age range.
Targets include a professional with EYPS in every full day-care setting by 2015. Z ; The development of the Early Years Professional is central to implementing government policy in raising standards in the early years, particularly in the private, voluntary and independent (PVI) sectors. , Z $ = $ Research Aims and Objectives Stage I % % % n
To ascertain the pilot candidates views on the validation process for Early Years Professional Status
, o P h ( o . Methods for Pilot Study Stage 1 ! ! $ !
Questionnaire survey of all those following EYPS programmes in the East Midlands in 2007-08 at the outset of the course and on being awarded the status. * ( $ / Key Findings and Discussion $ ^ Pilot Candidates
Numbers enrolled on the course = 38
Numbers returning questionnaires = 30
0 ] M _ @
D E Previous Qualifications $ Q EYPS is a Positive Step Forward $ A Assessment Process $ P Nature of the Assessment $ L USE OF WITNESSES $ M Need for a Professional Dialogue ! ! $ ! V Standards
X Improved Services for Children $ T Relationship with Teaching $ [ ! A Move to Social Pedagogy $ 0
Conclusion $ Candidates welcome development EYPS
Standards are seen as appropriate
Assessment process seen as appropriately rigorous
Overall candidates found the paperwork was manageable
Y Use of witnesses seen as positive
Need for a professional dialogue
EYPS will improve the status of early years
EYPS allowed candidates to reflective positively on their practice
1 $ There are issues in relation to pay and the relationship with teaching
Interestingly that the majority of the candidates had not pursued higher academic qualifications
Overall candidates were positive about the process, the standards and the support received
: Z Z Z ] " Referencing
D e p a r t m e n t o f E d u c a t i o n a n d S k i l l s ( 2 0 0 1 ) N a t i o n a l S t a n d a r d s f o r U n d e r E i g h t s : D a y c a r e a n d c h i l d m i n d i n g . L o n d o n : H M S O .
D e p a r t m e n t o f E d u c a t i o n a n d S k i l l s ( 2 0 0 4 b ) C h i l d r e n A c t 2 0 0 4 . L o n d o n : H M S O .
C h i l d r e n s W o r k f o r c e D e v e l o p m e n t C o u n c i l ( 2 0 0 6 ) E a r l y Y e a r s P r o f e s s i o n a l P r o s p e c t u s . L e e d s : C W D C .
D e p a r t m e n t f o r E d u c a t i o n a n d S k i l l s ( 2 0 0 6 ) T h e C h i l d c a r e A c t . [ o n l i n e ] A v a i l a b l e o n : h t t p : / / w w w . o p s i . g o v . u k / a c t s / a c t s 2 0 0 6 / u k p g a _ 2 0 0 6 0 0 2 1 _ e n . p d f [ A c c e s s e d 1 2 t h F e b r u a r y 2 0 0 7 ] .
D e p a r t m e n t o f E d u c a t i o n a n d S k i l l s ( 2 0 0 4 a ) E v e r y C h i l d M a t t e r s : C h a n g e f o r C h i l d r e n . L o n d o n : H M S O . A v a i l a b l e f r o m : h t t p : / / w w w . e v e r y c h i l d m a t t e r s . g o v . u k / [ A c c e s s e d 3 0 t h O c t o b e r 2 0 0 6 ]
G a m m a g e , P . ( 2 0 0 6 ) E a r l y C h i l d h o o d E d u c a t i o n a n d C a r e : P o l i t i c s , p o l i c i e s a n d p o s s i b i l i t i e s . E a r l y Y e a r s , V o l . 2 6 , N o . 3 , O c t o b e r 2 0 0 6 , p p . 2 3 5 2 4 8 .
L o r d L a m i n g , H . ( 2 0 0 3 ) I n q u i r y i n t o t h e d e a t h o f V i c t o r i a C l i m b e . L o n d o n : T h e S t a t i o n a r y O f f i c e .
O w e n , S . ( 2 0 0 6 ) T r a i n i n g a n d W o r k f o r c e I s s u e s i n t h e E a r l y Y e a r s . I n G . P u g h a n d D u f f y , B . ( e d s ) c o n t e m p o r a r y I s s u e s i n t h e E a r l y Y e a r s . L o n d o n : S a g e P u b l i c a t i o n . p p . 1 8 3 - 1 9 4 .
S y l v a , K . , M e l h u i s h , E . C . , S a m m o n s , P . , S i r a j - B l a t c h f o r d , I . a n d T a g g a r t , B . ( 2 0 0 4 ) T h e E f f e c t i v e P r o v i s i o n o f P r e S c h o o l E d u c a t i o n ( E P P E ) P r o j e c t : T e c h n i c a l P a p e r 1 2 T h e F i n a l R e p o r t : E f f e c t i v e P r e S c h o o l E d u c a t i o n . L o n d o n : D f E S / I n s t i t u t e o f E d u c a t i o n , U n i v e r s i t y o f L o n d o n . S P * ? ; @ $ 9 ? K )
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