+ Congratulations to all those who were awarded EYPS 2012

+
Congratulations to all those who
were awarded EYPS 2012

Long Pathway 2011-2012
Jackie Rhodes, Nickie Channer, Amanda Holden Donna Fowler, Sam Coult, Gaynor Dodds,
Sally Goy, Jackie Foster Smith, Helen Morey, Lucy Smith and Katie Smith

ECSD to EYPS
Karen Woodhead, Katie Lowther, Rebecca Davis, Hollie Snape, Anna King, Sarah Blaney and
Helen Colledge

Graduate Practitioner Pathway
Michaela Kelly, Rochelle Richards, Alison Savage, Fran Loczki, Jessica Polkey, Debra
Goldsworthy

Undergraduate Practitioner Pathway
Jacqui Hannaby, Kirsty Headford, Kirsty Breckney, Natasha Unwin, Kay Castledine, Anne
Jaques, Sarah Morley, Kelly Howard and Nicola Stanley
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Who am I?
exploration of the
professional self and identity
Dr Elaine Hallet
The Institute of Education: London
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Presentation outline
An exploration of;
 The
concept of professionalism in the early
years
 The
development of the professional-self
and professional identity
 Where
next? Reflective discussion
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Defining professionalism
Professionalism is a discourse as much as a phenomenon
something constantly under construction within the
national context.
(Dalli and Urban, 2008)
Conceptually complex, a cluster of related concepts

Being professional

Behaving professionally

Working with professional autonomy

Having a professional identity
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Professionalism
an international perspective
Germany
(Oberheumer, 2005)
Model of democratic professionalism based upon participatory
relationships for collaborative, co-operative action between
colleagues and stakeholders
Four levels of professional activity

Interacting with children

Care management and leadership

Partnership with parents

Knowledge base
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Professionalism
an international perspective
Denmark
(Peeeters, 2008)
3 dimensions to professionalism

Belonging to an expert group
Unique body of knowledge, restrictive entry, protected identity

Evaluative connotations
Different interpretation of profession to different groups

Recognition
Qualifications, better pay and conditions, recognition and
appreciation by government
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Influences upon the construct of
professional identity (McGillivray, 2008)
Job role/s and
responsibilities
Professional
identity
Work setting
context
Training,
continuing
professional
development
Curriculum
and
pedagogy
Social, cultural
government,
discourses, construct
of the child
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The professional self
Professionalism is part of the ‘professional self’
5 interrelated elements Kelchtermans (1993)

Self-image

Self-esteem

Job motivation

Task perception

Future perspectives
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The professional self and
professional identity
 Development
of self-image and self-esteem
is contextually situated within the workplace
 How
we see ourselves, how others view us
within the workplace
 Supervisors, managers, leaders, peers,
colleagues, parents influence our selfimage, self-esteem and professional
identity
(Miller and Cable, 2011)
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The learning professional
Guille and Lucas (1999)
 The
development of the ‘learning professional’
 Underpins
identity
professionalism and professional
A
positive approach to continuing
professional development and learning
 Practitioner
seeks out opportunities to extend
professional understandings and skill sets.
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The learning professional
 Extended
rather than restricted view of
professionalism
 Transformational
 Access
learning
to higher education, transformed workforce
 Research
case study of EY foundation degree
transformational professional learning
(Hallet, 2013)
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Redefining professional identity
 FD
graduates redefined their professional identity
through higher education learning
 Increased
specialized knowledge, personal and
professional confidence
‘I feel professional inside. The FD gave me
confidence and a professional identity. It’s
made me a different person in a professional
role.’
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Professional confidence
‘Once I got the FD, people saw me differently. I was
no longer a nursery nurse but a professional
person.’
‘At the beginning of my job as a children’s centre
coordinator, I was seriously blagging it. I thought
people would find me out, I’m just a nursery nurse
and I’d say to someone ‘oh I’ve just said such and
such!’ But now I can do it, I will talk to anyone and
give presentations to larger groups.’
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Stories of experience
Reflective Learning Journey
 Reflecting
upon their story of experience
through FD
 Visual
image (drawn)
 Reflective
piece of writing about their
personal and professional learning and
development
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Lisa’s reflective learning journey
‘Little me …….
Now managing a team
of 18 people.
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Transformational learning
The ‘invisible’ to the ‘visible’
Transformed women practitioners with
agency and voice
‘The FD made me into a professional. My
confidence not only allows me to have a
voice but to make sure it is heard.’
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Professionalism and quality

The Effective Provision in Pre-school Education (EPPE)
now EPPSE (primary and secondary education)

High quality provision and highly qualified
workforce

DfES (2005) Children’s Workforce Strategy. Create and
support a world-class workforce, increasingly confident
and competent

Early Years Professional role, raise status and quality
PVI sector
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Professionalism with quality
 Early Years
Professional- a graduate leader
 Role
to lead pedagogy, provision and practice
across the EYFS by role modeling and
supporting others
 Name
= Early Years Professional
linking professionalism with quality
A
name with a status
 The ‘othering’ of
less qualified practitioners
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EYP professional identity
Lloyd and Hallet, 2008
Influences on emerging professional identity from EYP
training and higher education

Felt more valued

Respect from others

Personal and professional confidence

Empowerment and agency

Pride and passion for working with children and families

Improved professional status EYP
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Professional identity
The LLEaP project
 Research
Leadership of Learning in Early Years
Practice (the LLEaP project)
(Hallet and Roberts-Holmes, 2010)
 EYP
A
in one local authority
key finding - EYP Network Group
 Belonging
to a professional group, developed
shared understandings and vision for EYP role
forming a collective voice for agency and
development of their identity and role within LA
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Where next?
Reflections …….
More Great Childcare (Truss / DfE 2013)
 From
Early Years Professional to Early Years
Teacher
 What
impact upon professionalism of Early
Years workforce?
 How
will it influence professional identity?
 How
will others view us?
 Will
the status of the early years sector alter?
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References

Dalli, C. and Urban, M. (2008) (eds)Editorial, in Journal of the
European Early Childhood Research Association, Special Issue.
Professionalism in Early Childhood Education and Care. 16 (2):
131- 3

Department for Education and Skills (DfES) Children’s
Workforce Strategy. Norttingham: DfES publications

Guile, D. and Lucas, N. (1999) Rethinking initial teacher
education and professional development in further
education: towards the learning professional, in A. Green and
N. Lucas (eds) FE and Lifelong Learning: Realigning the Sector
for the Twenty-first Century. London: Bedford Way Papers,
Institute of Education
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References

Hallet, E. (2013) The Reflective Early Years Practitioner. London:
Sage. Chapter 7. Reflecting upon Professionalism

Kelchtermans, G. (1993) Getting the story, understanding the
lives: from career stories to teacher’s professional development,
Teacher and Teacher Education. 9 (5/6): 443-456

Lloyd, E. and Hallet, E. (2010) Professionalzing the early
childhood workforce in England: work in progress or missed
opportunity? Contemporary Issues in the Early Years. 11(1): 75-87

Oberhuemer, P. (2005) Conceptualising the early childhood
pedagogue: policy approaches and issues of professionalism.
European Early Childhood Education Research Journal, 9: 57-72
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References

Peeeters, J. (2008) The Construct of a New Profession: a European
perspective in ECEC. Amsterdam: SWP Publications

McGillvray, G. (2008) Nannies, nursery nurses and early years
profesionals: constructions of professional identity in the early
years workforce. European Early Childhood research Journal.
Special Issue: Professionalism in Early Childhood Education and
Care, 16(2): 242-254

Miller, L and Cable, C. (2011) Professionalism in the Early Years.
Abingdon: Hodder Education

Moss, P. (2008) The Democratic and Reflective Professional:
rethinking and reforming the early years workforce, in L.Miller,
and C. Cable, (2011)(eds)Professionalism in the Early Years.
Abingdon: Hodder Education. pps. 121 -130