The growth in the professionalization of the Early Childhood Education and
Care (ECEC) workforce in England is linked to the concept that quality provision
required quality staff (Sylva et al 2004, OECD 2006, and Mathers et al 2007).
Research evidence (Allen 2011) has confirmed a child’s earliest development
has a major impact on their future lives. Therefore those involved in the
education and care of the under-fives should be well-educated and reflexive,
having recognition and parity with school teachers.

Historically much of Europe’s early childhood practitioners have had a
low professional status and are generally low paid and hold basic levels of
qualifications (Oberhuemer 2011). This becomes even more apparent for
practitioners working with the birth to three age range (McDowall, Clark and
Baylis 2012). This concept needs to be challenged and the view that children
are capable and confident learners in need of qualified, democratic and holistic
minded adults should become the default position. A recent dossier by Van
Laere et al (2012) based on the CoRE study suggests that European countries
needs to develop or review their professionalization strategy and should aim for
a ‘60% graduate profession’ (ibid 2012:12) with substantial progress to this goal
being achieved by 2020.

My research has been situated in this context and the recent review into
UK early years qualifications by Professor Nutbrown (Nutbrown 2012a, 2012b)
where the introduction of an Early Years Initial Teacher Education (ITE) route to
lead pedagogical practice has been suggested.