The Early Years Professional in England: agent of change for the youngest children

Research Aim To explore how does the Early Years Professional Status fit with wider policy and professional roles, in England and internationally. Theoretical Framework The research design is underpinned by Bronfenbrenner’s Bioecological Theory of Human Development. The model is envisaged with the Early Years Professional in the centre and presents a new perspective on the under theorised ‘Chaotic System’. Methods The imposition of the Early Years Professional by central government has been complex and challenging. It is the uniqueness of this situation that provides the rationale for adopting mixed methods. This research approach allowed for statistical data to be gathered which was supported by detailed understanding of the multi-dimensional lived experiences of those being researched. Ethics The research had ethical approval and has followed British Education Research Association guidelines. All participants voluntarily completed the initial questionnaire, indicating whether they would be prepared to be interviewed. Those participating in the qualitative data collection were give pseudonyms in order to maintain their anonymity. Findings The research suggests a new space in the early years sector is emerging, occupied by those who have developed a new professional identity and others for whom it has been additional training. This space is occupied by an holistic leadership professional and an advocate for all children. However, government has failed to recognise let alone celebrate developments. Implications The Early Years Professional needs to be affirmed and celebrated as a positive development in England. They need to be afforded with the same status, pay and career structures as other professionals working in children’s services