Graduate leaders in early childhood education and care settings, the practitioner perspective

Abstract

Since 2006, UK policy has identified a professionalisation agenda for staff working in early childhood education and care settings. This has included the development of graduate leaders with a specific purpose to lead improvements in these settings by leading change, and hence improving outcomes for children. This article reports on findings from one research project, carried out in the East of England. The impact of professional development on the graduate leaders is explored through a mixed methods study from the practitioners’ perspective. Findings are described under the theme of the value of formal professional development opportunities, including improved awareness of role, improved confidence and empowerment within role. The article closes with a consideration of the current status of graduate leaders within the early childhood education and care workforce, and the challenges faced in the changing policy landscape for the professionalisation of this workforce.