Supporting early years practitioners to manage the complexities of policy change

Allen, Shirley and Scollan, Angela ORCID logoORCID: (2013) Supporting early years practitioners to manage the complexities of policy change. In: Learning and Teaching Conference, 11 June 2013, University of Chichester. . [Conference or Workshop Item]


Early Years policy currently emphasises outcomes that are concerned with opportunities for employment and participation in global economic competition (DfE, 2013). If practitioners are charged with supporting children’s future economic well-being, it is vital they are empowered to develop ‘personal agency and resourcefulness’ (Allen et al., 2012) to ‘deal with uncertainty’ (Urban, 2008) in the current economic climate.

This paper explores how Early Years practitioners’ engagement in reflective and reflexive practice is an essential component of a professional programme. Through this process of critical reflection, practitioners develop their capacity to analyse and evaluate pedagogical approaches to practice, and consider how they support young children’s learning and development.
Nutbrown (2012) calls for practitioners to have access to ongoing professional development so they can support the ‘life situations of children’ in their care (Urban, 2008: p149). It is therefore pertinent to consider ways in which the process of reflection can be incorporated within a professional programme to enable participants to develop their understanding about practice, which, in turn, will support their confidence and capacity to tackle challenges in managing the complexities of Early Years policy and future policy change.

Item Type: Conference or Workshop Item (Paper)
Research Areas: A. > School of Health and Education > Education
Item ID: 12949
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Depositing User: Kristina Repova
Date Deposited: 16 Jan 2014 08:22
Last Modified: 29 Dec 2020 16:10

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