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.
Please use the submenu links below to access content from the Professionalism and Workforce Strategy Group.
The Early Childhood Graduate Practitioner Competencies Booklet
To ensure our members remain fully informed of our evolving standards and services, we have released the latest edition of the GPC booklet. Originally published in October 2019 and subsequently revised in July 2020 the latest official version of the booklet is now available. The GPC's have undergone a comprehensive review for the during the 2025/26 academic year and offers a comprehensive insight as to how to satisfy each competency.
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You can view or download the GPC booklet as well as a handy student guide exploring a summary of GPC and evidence guide.
The Early Childhood Studies Graduate Practitioner Competencies aims to:
• Remove the confusion in the sector about how ECS Degrees are aligned to practice requirements in the four nations of the UK. • Address the inherent challenges of different types of Early Childhood degrees and study pathways, enabling the wider workforce to be clear about individual early career graduates’ expected level of knowledge, skills and actual experience in practice. • Acknowledge the different pathways that lead learners to undertake the degrees, enhance their practice experience and enhance employability skills. • Ensure that Higher Education academic routes are responsive to the changing needs and training routes in early years practice, education and the wider Children’s Services workforce. • Make a significant contribution to strengthening a graduate-led Early Childhood workforce that is responsive to workforce needs and improves outcomes for children. • Afford students with placement opportunities to critically apply theory to practice in a range of Early Childhood settings and/or schools, social care and health settings. This will enable students to develop graduate skills in the application of the inter-disciplinary Early Childhood knowledge base to reflective practice. • Provide new opportunities for graduates who want to strengthen their practice in Early Childhood and/or progress to post-graduate academic programmes or professional training, including Early Years Teacher (0-5), Teacher (3-11), Social Work and health professions.
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.
PAWS Drop-In Recording Now Available Thursday 16 June 2026
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A short recording of the introduction to a recent PAWS drop-in session is now available to view. The session provides a brief overview of the changes to the Graduate Practitioner competencies and some FAQs.
