Avril Brock

Building a model of early years professionalism from practitioners’ perspectives

Practitioner voice has been absent from debates regarding what constitutes professional behaviour and practice in the early years. This research identifies and uses the professional knowledge of a group of early years educators to create a typology of professionalism. The typology comprises seven inter-related dimensions of early years professionalism: 1) knowledge, 2) qualifications, training and professional development, 3) skills, 4) autonomy, 5) values 6) ethics and 7) rewards. This typology of professionalism was derived during a two-phase study and aims to contribute to ongoing debates about what constitutes professional practice within and across the early years (birth to five years). Phase 1 comprised a sample of 12 early years educators in England, from a range of professional backgrounds, and Phase 2 returned for further reflections to nine of this sample, six years later. They talked about their best work for children and their families and how this developed over time. Their perceptions of children’s needs were at the heart of their professionalism and they interpreted policy and curriculum in ways that they believed met those needs. Their views on professionalism remained constant during both phases of research despite a shifting policy scene in early years.

‘Safe spaces’? Sites of bilingualism for young learners in home, school and community

Abstract Drawing together the work of two researchers engaged in ongoing, longitudinal research with practitioners in early years and bilingual complementary settings, this article argues that bilingual learners in the early years need and are entitled to particular kinds of ‘safe spaces’ to succeed in their education. Historical and policy contexts, and the theories that underpin this stance are discussed, along with their implications for learning. The central argument is supported, and links are made across the contexts considered, by revealing vignettes from the research of the ways in which educators mediate languages and learning with young bilingual learners in home, community and educational settings. International comparisons are drawn. Implications for the professional roles and knowledge of educators, and for initial teacher education are made, with practical examples which synthesise the issues and illuminate the theoretical frameworks discussed.

Delivering the best start : a guide to early years libraries

1. Take them to the library - setting the scene 2. People and partnerships, skills and knowledge 3. Buildings, design and space 4. Resources for early years libraries - books, toys and other delights 5. Reaching your audience - the librarians role 6. Planning.

An international teaching partnership's ideas to transform early education practices for global understanding and cultural sensitivity

The article stems from an international partnership between two faculty members from a British university and an American state college. This partnership has developed through years of collaboration in the field of early childhood education, resulting in the sharing of best practice of both countries and the research of the two authors. Each has developed and published curriculum models for teaching young children in diverse societies to assist teachers in educating young children for global understanding and supporting young bilingual children in culturally sensitive curriculum approaches. This article reflects on this joint international collaboration and the results of disseminating practice.

Let’s Get Talking: Communication, Language and Literacy in the Early Years

This chapter offers knowledge and understanding of how, why and what to promote for optimum language learning situations in early childhood education and care. It demonstrates how early years teachers, practitioners and families in England encourage and promote communication, language and literacy for babies and young children. The chapter reveals how studying and promoting young children’s language development can be an exciting journey. The chapter addresses multilingual aspects as many practitioners work in ethnically diverse settings.