The Power of Early Childhood Settings in Supporting the Developing Professional

Introduction

“Completing the competencies has allowed me to reflect on my values as a practitioner and think about how this will influence my future practice.” 

– Kaitlin Toland, ECGPC Graduate 2023

Inspiring and aspiring the future early years workforce involves havinga unique set of characteristics and dispositions which incorporates promoting best practice. Through shared principles and values, we are able to celebrate and acknowledge the valuable role of the student and professional partner. The opportunity to engage in collaborative dialogue is promoted through commitment to the Early Childhood Graduate Practitioner Competencies (ECGPC).

The Value of Shared Knowledge and Skills in Developing the Early Childhood Workforce

Through a strength-based approach practitioners are empowered to contribute to the quality of practice within the early childhood sector. The strength-based approach is concerned with helping people to identify and acknowledge their own strengths to enable them to flourish (Hodgkins and Prowle, 2023, p. 19). This approach can then support practitioners in developing their confidence and ability to promote enabling learning environments, utilising a range of pedagogical strategies to empower children and value their uniqueness. A strength-based approach also acknowledges that practitioners have multiple roles that form their identity within their practice. By applying a growth mindset, this supports them in overcoming any challenges they may experience in their daily practice. Thus, highly effective practitioners who value the importance of early childhood experiences can then contribute towards positive life chances for children and their families. The rights of the child and their voice need to be heard within early years settings through developmentally appropriate practices. The role of early years practitioners is vital in enabling this to happen (NAEYC, 2021).Engaging in reciprocal and meaningful connections prompts the developing professional to value the context of the individual child, their family and the community in which they belong.

The Impact of the ECGPC

The Early Childhood Graduate Practitioner Competencies (ECGPC) have beendeveloped to shape the identity of the early childhood workforce and strengthen the professional practice aspect of early childhood studies degrees in England (ECSDN). As part of our on-going commitment to ensure our degree programme is relevant to the sector, we have embedded the ECGPC into our Early Childhood Studies degree course promoting a graduate-led early childhood workforce.For early childhood studies students, it provides them with the opportunity to combine skills and knowledge within their practice. Furthermore, enabling the ECGPC student to participate in a transformative process where they can engage in deep reflection and analysis bringing their values to the ‘surface’ of their practice. Brookfield (2017, p.4) considers explicit assumptions which are conscious and on the surface of our values, whereas implicit assumptions “soak into consciousness from the professional and cultural air around you. Consequently, they are often harder to identify” Thus, through dialogue and discussion these assumptions will become more explicit. 

Chantelle Hughes shares her reflection of this and comments: 

‘There are certain aspects I have been able to make links with from the competencies into my practice, such as transitions and attachment theory. I have taken this into my own pedagogy as I have been demonstrating this with the children as I work towards gathering towards the competencies…It is about sitting down and reflecting at the end of the day. Reflecting on what competencies you have been applying as some of these may have been assumed,’ (currently level 6 ECS student). Moreover, teachers may then choose which cultural and pre-school setting assumptions [values] they wish to take forward into their teaching practice. This highlights the value of critical and deepened reflection to contribute to supporting best practice when working within settings.

Finally, Brookfield (2017, p.4) summarises that critical reflection is the intentional process of “checking the accuracy and validity of our teaching assumptions”. bring their values to the ‘surface’ of their practice. Thus, this is an example of how important it is to allow practitioners the time and space to revisit their underlying beliefs and values. This impacts upon their role as a developing professional, leading to co-operative partnerships which brings expertise through inter-professional working and a cycle of being a collaborative professional. Thus, a multi layered approach leads to ongoing dialogue and discussion resulting in an opportunity for critical reflection.

Observing the Impact of ECGPC; Perspectives from Professional Partners

At the University of Wolverhampton, the role of the Practice Educator is to facilitate and support students as they become enquiring practitioners on their BA (Hons) Early Childhood Studies. This also involves working collaboratively with module tutors to apply an individualised approach to student’s placement journeys, connecting their academic study as well as their observations and evidence from their practice. This is a multi-dimensional approach that consolidates students’ knowledge and skills for practice. From the Practice Educator observing students in settings and through dialogue with professional partners it can be concluded that the integration of the ECGPC has significantly impacted on the practice of students. For example, it has been commented by professional partners that students demonstrate a growing understanding of child development and the early years curricula. This leads to rich and sustaining interactions between students, professional partners and children forming reciprocal relationships. As Mrs Evans (a professional partner) stated, “Students we have worked with have certainly been able to demonstrate respectful relationships with all – staff, parents and most importantly children. It has been obvious that ‘Competency’ leads to team players who are able to work collaboratively and as part of a team – a crucial skill required in all settings.’ Through their degree course, students experience a ‘spiral curriculum’ as advocated by Bruner (2006) and this involves building on students social and cultural capital to enable them to progress and draw together more complex ideas. In relation to the ECGPC, the nine competencies are taught, demonstrated and evidenced at more complex levels. This individualised approach encourages and nurtures students to be enquiring professionals making progress at their own pace. This adaptable approach supports them in becoming reflexive practitioner and able to make connections between their learning and their skills in practice. Professional partners play a key role in this process by scaffolding and leading practice to aspire students to be confident and competent in their work with children. In support of this another professional partner (Name) shared that by, ‘undertaking the ECGPC, students are equipped with a comprehensive skill set to provide tailored interventions and support to children across a range of age groups. This empowers them to celebrate each child’s uniqueness by drawing on their experiences gained during the course.’

Conclusions

In conclusion, we recognise that early years professionals have a unique opportunity to engage in collaborative and dialogic spaces. From undertaking and engaging with the ECGPC students will be able to, “critically apply high-level academic knowledge of pedagogy and research evidence, to the holistic development of infants and young children (0-8), in a practice context that is respectful of the child, their family and community” (ECSDN, 2020, p.13). This leads to a shared culture where all practitioners feel empowered, enabled and supported to draw upon their breadth of experience through transformational practice.

References

Brookfield, S.D. (2017) Becoming a Critically Reflective Teacher. San Francisco:Jossey Bass.

Bruner, J. (2006) In Search Of Pedagogy Volume 2. Abington : Routledge.

Early Childhood Studies degree Network (2020) Early Childhood GraduatePractitioner Competencies. https://www.ecsdn.org/wp-content/uploads/2021/09/ECSDN-Booket-Rev-July-2020.pdf

Hodgkins, A. & Prowle, A. (2023) Strength-based practice with children andfamilies : a hope-inspiring and empowering approach. St Albans: CriticalPublishing.

National Association for the Education of Young Children (NAEYC) (2021)Developmentally Appropriate Practice in Early Childhood Programs ServingChildren from Birth through Age 8. Washington D.C: NAEYC.