Chapter 6 Findings
7.4 My Contribution to Knowledge
The following points indicate my unique contribution to the field of Early Childhood Education and Care
I present an alternative view of the Level 3 student-practitioner, as one of an emerging professional, a work in progress. The thesis has demonstrated that a qualification acts a proxy for what students know, and that there are common elements in their transition
141 from student to practitioner, however transitions are asynchronous. This transition is theorised using the model of the Three Dimensions of the Developing Practitioner. This model has potential value for ongoing research and for evaluating early years student- practitioners’ progress.
The process of undertaking and achieving a qualification are the catalysts for the transformation from student to practitioner. This thesis supports the importance of the understanding of developmental theory and its application to practice as a central pillar of early years qualifications. Thus indicating the need for policy to reflect the value of qualified practitioners and stipulate that all practitioners counting in the adult to child staffing ratio should hold the minimum of a Level 3 qualification which comprises of assessed theory and practice
This thesis establishes a baseline of knowledge, skills, attitudes and dispositions
acquired by final cohorts of Level 3 National Diploma graduates before the introduction of qualifications mapped to the EYE criteria (NCTL, 2013c).
Developing caring relationships and communication continue to be important aspects of ECEC practice
Child development continues to be an essential knowledge base for ECEC practice
And finally
This thesis contributes to the ongoing debate about professionalisation of the ECEC workforce; highlighting the disparity between the rhetoric and reality in policy and the literature. As previously discussed, the notion of professionalism is complex. Much of the literature indicates professionalism is attained through extended study, at graduate level. Policy indicates a Level 3 qualified practitioner as being a professional, by virtue of the being the only qualification mandated in the EYFS while advocating for graduate led practice. The literature suggests, to claim professional status, would require the establishment of a set of standards, set and monitored a by a professional body. Practitioners would be required to register to attain and maintain their professional status, as in Nursing. The disparate nature of the workforce and the settings in which they work, leaves ECEC practitioners without a united voice and therefore renders articulation of an ECEC professional impossible.
142 7.5 Concluding Thoughts
I have enjoyed conducting this research and have learned so much about the research process. I have been aware of how my positionality led to the final focus on the Level 3 student-
practitioner experience and a desire to challenge and change the deficit discourse to that of educated and motivated young practitioners. The student-practitioners and newly qualified practitioners at the heart of this thesis have presented a positive image of young early years practitioners in contrast to the deficit ontological and epistemological view. Their energy, enthusiasm, passion and sheer delight in achieving their qualification and moving into employment was an honour to share. I return to David’s (2004) inspirational words:
‘If we regard children as, then we must show that the people who work with them are also brilliant, capable, strong and clever’ (p.27)
I believe this thesis shows that the participants, at the end of their course, are emerging as brilliant, capable, strong and clever practitioners (David, 2004), albeit at different levels. This strengthens my belief in the value of a qualified workforce, with qualifications achieved before counting in the adult to child staff ratio. It also strengthens my belief in a graduate-led
workforce, supported by Level 3 qualified practitioners. The findings in this study show that the participants have a good understanding of the technical practices. However, the literature is persuasive that graduate level study develops practitioners’ critical thinking and reflexivity, enabling them to challenge policy and practice.
At the time of gathering my concluding thoughts there was a Government consultation on the GCSEs requirements for EYEs. The proposal was to accept functional skills qualifications rather than GCSEs as the sector reports the difficulty in recruiting and retaining Level 3
practitioners. I believe this to be a retrograde step. The GCSE pass rates are a national problem, the focus should be on schools to increase the pass rate. There are incoherent and incongruent policy decisions being made. A return to functional skills limits the progression opportunities for practitioners. The EYT (NCTL, 2013a) entry requirements are GCSE, English, maths and science. As the current Government favours a neo-liberal market economy, then perhaps market forces could impact on the financial incentives to attract candidates with GCSEs.
The political intervention in ECEC practice continues to oppress the ECEC workforce creating boundaries to the professionalisation of ECEC. This thesis raised several issues relating to the content and delivery of the qualifications. Above all three issues remain under explored:
143
The development of shared language between theory, qualifications, regulations and practice
The quality of the placement experience
144
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