Quality Early Childhood Education and Care practices: the importance of skills, knowledge and the Early Childhood Graduate Practitioner competences

Mikuska, E., Fairchild, N., Sabine, A. and Barton, S. (2023) Quality Early Childhood Education and Care practices: the importance of skills, knowledge and the Early Childhood Graduate Practitioner competences. International Journal of Early Years Education. pp. 1-15. ISSN 0966-9760

[thumbnail of This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years Education on 7 September 2023 available online: https://doi.org/10.1080/09669760.2023.2254819] Text (This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years Education on 7 September 2023 available online: https://doi.org/10.1080/09669760.2023.2254819)
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Abstract

This article focuses on the English Early Childhood Education and Care (ECEC) sector’s perception of graduates in the workforce. Previous research has already highlighted the benefits
of a graduate workforce, demonstrating a positive impact on provision and leading to high-quality education and care. However, there has been limited appetite for policy makers to reflect the wider need for graduates in non-compulsory provision. This research aimed to explore the ECEC sector’s perspectives on higher education (HE) qualifications on the skills and knowledge graduates’ need to develop, both in training and in practice, to provide high-quality ECEC provision. Employing qualitative research approaches via survey (n = 105) and semi-structured interview (n = 16) methods, data were collected from ECEC owners, managers and practitioners. Our findings indicate the importance of HE qualifications as they give a sound foundational knowledge of child development and behaviour management to future staff; develop students’ and graduates reflective skills about their own, and others’ professional practice; support development of business management skills; and enhance further understanding and knowledge of how to interpret current legislation. The findings inform the understanding of the ways in which HE programmes can enable practitioners to develop themselves and contribute to their wider profession.

Publication Type: Articles
Additional Information: skills; knowledge; reflective practice; professionalisation; Graduate Practitioner
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1139 Early childhood education
Divisions: Academic Areas > Institute of Education, Social and Life Sciences > Childhood
Academic Areas > Institute of Education, Social and Life Sciences
Research Entities > Centre of Excellence for Childhood, Inclusion and Society (CECIS)
Depositing User: Eva Mikuska
Date Deposited: 03 Oct 2023 15:56
Last Modified: 15 Jul 2024 09:06
URI: https://eprints.chi.ac.uk/id/eprint/7134

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