Higher Education Provision and Access for Early Years Educators: Localised Challenges Arising from National Policy in England

Autor/inn/en	Hoskins, Kate; Smedley, Sue
Titel	Higher Education Provision and Access for Early Years Educators: Localised Challenges Arising from National Policy in England
Quelle	In: Contemporary Issues in Early Childhood, 21 (2020) 3, S.184-196 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoskins, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949118808297
Schlagwörter	Foreign Countries; Higher Education; Access to Education; Public Policy; Educational Policy; Qualifications; Early Childhood Teachers; Professionalism; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Öffentliche Ordnung; Politics of education; Bildungspolitik; Qualifikation; Qualifikationsstufe; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Professionalität
Abstract	Much has been written about the sustained attempts by successive governments to professionalise the early years sector over the past 20 years in England. A feature of these policy interventions has been to focus on creating a graduate workforce to improve academic outcomes for young children. In this article, the authors draw on data from their recent Froebel Trust-funded project, which involved interviews with 33 early years practitioners, to first explore the challenges facing state-maintained early years settings in contrasting geographical contexts in England, including rural, suburban and urban, as they work towards achieving compliance with the recent policy aim of one graduate in each of their settings. Second, the authors use policy enactment theory to inform their analysis of senior staff members' perceptions of tensions and opportunities created by having a graduate workforce in state-maintained early years settings. Third, the authors tentatively explore how to reconceptualise staff education and training with existing, experienced early years staff that would re-emphasise Froebel-informed approaches to enable practitioners to theorise their practice in a move towards what the authors have termed in this article as 'developmental professionalism'. The data shows that there is uneven access to higher education in contrasting geographical contexts for those professionals seeking to gain graduate status, and the authors examine the implications of this for early years practitioners and managers attempting to access graduate qualifications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01