Mary A. Dyer

Supporting professional identity in undergraduate Early Years students through reflective practice

This study investigates how full-time undergraduates in Early Years conceptualise and judge good practice and how they evaluate and reflect on their own performance. It examines how students use reflective processes, and how the teaching of reflection supports the development of their individual professional vision, values and ethics. Data were gathered from first- and second-year students using semi-structured questions in interviews, questionnaires and focus group discussions. They conceptualise good practice as a combination of academic knowledge, interpersonal skills and intuitive responses to individual situations and report that they understand the processes of reflection. However, students continue to rely on other people to confirm that their practice is competent or good, and are reluctant to use or trust their own judgements about their performance. This indicates that a new pedagogic approach is required to instil in students greater acceptance of their placement experiences as vehicles for learning, and more confidence in their own abilities and authority to judge professional practice.

Being a Professional or Practising Professionally.

ABSTRACT Research (Lloyd, E., and E. Hallet. [2010]. “Professionalising the Early Childhood Workforce in England: Work in Progress or Missed Opportunity?” Contemporary Issues in Early Childhood 11 (1): 75–788; Saks, M. [2012]. “Defining a Profession: The Role of Knowledge and Expertise.” Professions and Professionalism 2 (1): 1–10] into professional status suggests that this is achieved through control of a unique knowledge base, and underpinned by autonomy and agency in practice. This article considers how the government-driven professionalisation agenda for the early years workforce in England has contributed to the professional status of the graduate practitioner (practitioner within this research is defined as those who have achieved either Foundation degree (FdA) or BA Hons Early Years, without necessarily progressing to Early Years Professional or Teacher Status), or if these workers, whilst articulating a professional identity, continue to lack the power to claim such higher status for their role. Data, gathered in the form of narratives about their practice, have been analysed to identify three key themes in the way practice is discussed – registers, relationships, and power and control. Findings indicate that whilst graduate practitioners demonstrate a strongly democratic and relational approach to their professionalism, the language they use to describe their work, and their lack of collective voice, continue to undermine any claim for their occupational group to be recognised as a profession.

Work-based Practice in the Early Years: A Guide for Students

This book provides a complete guide to successful work placements for early years students and brings together essential theory, research and policy with examples from practice. It offers unique insight into the view of placement providers and examines the role of the student and provider in making a successful placement.