Jayne Osgood, Alex Elwick, Leena Robertson, Mona Sakr and Dilys Wilson Middlesex University

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Early Years Teacher and Early Years Educator:

a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England

Jayne Osgood, Alex Elwick, Leena Robertson,

Mona Sakr and Dilys Wilson

Middlesex University

March 2017





In publications, please cite as:

Osgood, J. Elwick, A., Robertson, L., Sakr, M. and Wilson, D. (2017) Early Years Teacher and Early Years Educator: a scoping study of the impact, experiences and associated issues of recent early years qualifications and training in England: Available online at: http://tactyc.org.uk/research/


Table of Contents

Acknowledgments




6

Executive Summary




7

Chapter One: Introduction




16

Chapter Two: Methodology





19




2.1 Introduction




19




2.2. Aims & Scope




19




2.3 Research Questions




19




2.4 Methodology




19




2.5 Literature Review




20




2.6 Stakeholder Interviews




20




2.7 On-line survey, discussion forum & marketing materials




21



2.8 Case Studies




23




2.9 One-day Event




24




2.10 Ethics




25




2.11 Chapter Summary




25

Chapter Three: Literature Review




26




3.1 Introduction




26




3.2 Meeting the Childcare Challenge




26




3.3 Shaking the Foundations of Quality




27




3.4 Maintaining the Foundations of (In)equality?




27




3.5 Educational Excellence Everywhere




28




3.6 Qualified Workforce: Quality Provision?




30




3.7 Beyond Quality




31




3.8 A Level Playing Field?




32




3.9 Exchange Value of Qualifications in the ‘Market”




33




3.10 Continuing Professional Development




34




3.11 Chapter Summary




36

Chapter Four: Stakeholder Views




39




4.1 Introduction




39




4.2 Does Qualified Mean Quality?




40




4.3 NNEB: ‘The Gold Standard’




40




4.4 Education, Education, Education




41




4.5 Graduate or Graduate-led?




41




4.6 Affordable (or) Quality




43




4.7 Apprenticeships


44





4.8 Regulation of Training Providers and Awarding Bodies




46




4.9 Investment in PVI Sector




47




4.10 Stakeholder Recommendations




49

Chapter Five: Training Providers




50




5.1 Introduction




50




5.2 On-line Survey




50




5.3 Marketing Materials




51



5.4 Summary of Findings





51

Table 1: Training Provider Survey Responses




52




5.6 Main Issues Identified by Training Providers




54




5.6.1 Recruitment




54




5.6.2 Lack of Funding




54




5.6.3 Complexity and Confusion




54




5.6.4 Information Sources to Prospective Students




55

Chapter Six: The Case Studies




58



6.1 Introduction





58




6.2 Case Study One: The Red House Children’s Centre




58




6.2.1 Learning within a Community




60




6.2.2 Identifying Training and Qualifications




61




6.2.3 Constant Change




62




6.2.4 Our Staff is Our Biggest Asset




63




6.2.5 View from a Teacher New to the English System




66



6.2.6 Conclusions and Recommendations





66




6.3 Case Study Two: Bright Horizons




68




6.3.1 The Value of (Higher) Qualifications in PVI




69




6.3.2 In-house Training




71




6.3.3 Googling Potential Training and Qualifications




72




6.3.4 Conclusions and Recommendations




73




6.4 Case Study Three: London Early Years Foundation




74




6.4.1 Attracting the Next Generation


74





6.4.2 Becoming a LEYF Apprentice




75




6.4.3 Working within Policy Constraints and Pursuing Organisational Ambitions




79




6.4.4 Value of Vocational, Work-based Training




79




6.4.5 The LEYF Family




81




6.4.6 Conclusions and Recommendations




83




6.5 Cross-cutting Themes and Issues




84

Chapter Seven: The One Day Event: Reimagining Early Years




86


7.1 Introduction





86




7.2 The Stimulus Paper




86




7.3 Image of the Child




87




7.4 Image of the Early Childhood Centre




88




7.5 Image of the Early Childhood Worker




89




7.6 Conditions of Possibility




88




7.7 Debate and Discussion




89




7.8 Transforming Societal Images of the Child



89




7.9 Rich Early Childhood Centres




90




7.10 ‘PVI does not mean profit-making’




91




7.11 Demands for Compliance




92




7.12 Learn to Unlearn




92




7.13 Parents as Partners




93




7.14 Collective Collaboration




93




7.15 Chapter Summary: Ruptures and Leaky Possibilities


94


Chapter Eight: Conclusions and Recommendations




96




8.1 Introduction




96




8.2 Research Questions




96




8.3 Recommendations




99




8.3.1 Clear Qualifications Pathways Linked to Career Structures




99




8.3.2 Research, Experiment, Innovate




99




8.3.3 Learning Communities




100


8.3.4 Collectively Collaborate to Shift (Mis)Conceptions





100

References




102

Appendices

106




Email Invitation to Training Providers




106




On-line Survey




107




Stakeholder Interview Schedule




108




Educator Interview Schedule




110




Focus Group Topic Guide




112


Consent Form





114




Participant Information Sheet




116




Summary Information About the Study




119




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