The Early Childhood Studies Graduate Practitioner Competencies
Graduate Practitioner Competencies
Please note that the Graduate Practitioner Competencies can only be embedded in degrees mapped on to ECS QAA Benchmark Statement.
Graduate Practitioner Competencies
It is over twenty-five years since the first Early Childhood Studies degree students graduated and the Early Childhood Studies Degrees Network (ECSDN) was launched. The degree was aimed at providing higher level study opportunities for those working in the Early Childhood Education and Care sector. Since this time the number of degrees has grown enormously, and Early Childhood is now firmly established as an inter-disciplinary academic field in its own right with a QAA Benchmark Statement. The need for highly qualified graduate Early Childhood practitioners is as relevant today as it was in the early 1990s. The introduction of the Early Childhood Graduate Practitioner competencies, as an optional route in degree programmes, is a timely and important development. Use the slidshow below to earn more about the ECSDN Graduate Practitioner Competencies.
1.1 Demonstrate how you listen to and work in collaboration with young children, individually and in groups.
1.2 Observe, support and extend young children’s participation in their learning through following their needs and interests.
1.3 Support children to respect others by providing opportunities for their participation and decision making.
Competency 1
Advocating for young children’s rights and participation
Knowledge
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Graduates will have a critical understanding of:
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1.1 The principles and frameworks underpinning children’s rights, including the UN Convention on the Rights of the Child, and how these inform advocacy and participation.
1.2 The importance of children’s voice as a central tenant of practice.
1.3 The concept of children as active participants in their own lives, learning, and communities, recognising their agency and individuality.
Practices​
Graduates will be able to:
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1.4 Listen to and collaborate with young children, individually and in groups, to ensure their voices are heard and valued.
1.5 Observe, support, and extend participation in learning by responding to children’s needs and interests.
1.6 Create opportunities for decision-making and respect for others, fostering inclusive and democratic environments.
1.7 Apply inclusive and ethical approaches to promote children’s rights in everyday practice.
1.8 Reflect on and evaluate practice to ensure it aligns with rights-based and participatory principles.