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OCCASIONAL PAPER 9 - Early Years Training and Qualifications in England: Issues for policy and practice.

Oct 2

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Professor Jayne Osgood and colleagues


This study was commissioned in a quest to map the main issues with which the sector is currently grappling in relation to the current training and qualifications context through a review of policies since 1997.  By gathering empirical data the study aimed to identify the impact, experiences and associated issues with the newly introduced qualification pathways: Early Years Teacher and Early Years Educator. Findings suggest that the workforce must be supported to be researchers, adventurers and explorers so that young children can also be understood as researchers, adventurers and explorers from whom we have a great deal to learn (see Murray, 2017). To shift the perceptions of the wider public will require the concerted effort across the entire sector, from advocacy groups, employer organisations, unions, training providers, academics and every single member of the early years workforce, to push for a re-imagin(in)g of the child, the setting and the worker.


To access the full Occasional Paper, click here.

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