An exploration of Early Childhood Studies Students’ experiences of placement and its role in the development of professional identity.

By Vina Patel, Birmingham City University

My Master’s research focused on Early Childhood Studies students’ understanding of reflective practice during placement. An emerging theme from this research linked to the development of placement partnerships between University and placement settings.  It has led to a deeper interest in placement as part of my doctoral studies. I have experienced placement when training as a Nursery Nurse, leading early years provision where placements were hosted and currently as a Senior Lecturer where students attend placement. I am interested in the exploration of Early Childhood Studies Students’ experiences of placement and its role in the development of professional identity.

Literature about placement and professional identity within the early years suggest these areas are complex. Nutbrown’s (2012) review raised several important points concerning the training of practitioners including placement. As a result, she recognised the value of high-quality placements, good support and observing high-quality practice. More recently, Campbell-Barr et al (2020) highlighted similar themes found by Nutbrown (2012), she noted the fragmentation in placements leading to discrepancies in theory and practice, with unclear requirements on the number of hours and the role of Placement Mentors. Placement plays a key role in developing professional identity for Early Childhood Students. Professional identity is influenced by external and internal components (Murray 2013) such as policy and the way students construct their viewpoints and beliefs through practice. However, several factors skew the professional identity of those working in early years, some of these include a care and education divide (Lightfoot and Frost 2015), issues of equality with a lack of men and those from a range of diverse ethnicities at all levels (Pascal et al 2020) and a range of qualifications and titles (Dyer 2018).

Placement and the development of professional identity is forming under challenging conditions. The current landscape for those working in the sector is fragile. The Early Years Workforce Commission (2020) raise concerning issues impacting on the sustainability of the current and future workforce. For example, there are cuts in funding to higher level training such as graduates. These issues also come at a time when the same report finds the sector under strain with low pay; high work demands; and a younger, less experienced workforce entering and more likely to leave (Early Years Workforce Commission 2020).

My presentation will share the focus of my first year of doctoral studies, where I have developed my research design.  I aim to gain perspectives and views from Early Childhood Studies Students, Placement Mentors and University Tutors. I will share my research topic, research questions, methodology and methods.

Vina Patel is a Senior Lecturer at Birmingham City University. She teaches on the Early Childhood Studies and Working with Children Young People and Families programmes. Vina has worked in the early years sector for over 20 years, leading and managing provision within the private sector and public sector. She is currently a PhD student with research interests in placement and professional identity.

Email: Vina.patel@bcu.ac.uk

Twitter: @VinaPatel9

References

Campbell-Barr, V., Bonneti, S., Bunting, F. and Gulliver, K. (2020) A Systematic Review of Early Years Degrees and Employment Pathways. Available through: https://epi.org.uk/wp-content/uploads/2020/12/Early-years-degrees-Plymouth-EPI.pdf [Accessed on 6th August 2021]

Dyer, M. (2018) Being a professional or practising professionally. European Early Childhood Education Research Journal. 26 (3), pp. 347-361

Early Years Workforce Commission (2021) A Workforce in Crisis: Saving Our Early Years. Available through: https://www.cache.org.uk/media/1863/a-workforce-in-crisis-saving-our-early-years.pdf  [Accessed 6th August 2021]

Lightfoot, S. and Frost, D. (2014) The professional identity of early years educators in England: implications for a transformative approach to continuing professional development. Professional Development in Education. 41 (2), pp. 401-418.

Murray, J. (2013) Becoming an early years professional: developing a new professional. Europeans Early Childhood Education Research Journal. 21 (4), pp. 527-570.

Nutbrown, C (2012) Foundations For Quality. The independent review of early education and childcare qualifications. Final Report. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/175463/Nutbrown-Review.pdf [Accessed 6th August 2021]

Pascal, C., Bertram, T and Cole-Alback, A. (2020) Early Years Workforce Review. Revisiting the Nutbrown Review – Policy and Impact. [pdf] Report for The Sutton Trust. London: The Sutton Trust. Available at: https://www.suttontrust.com/wp-content/uploads/2020/08/Early_Years_Workforce_Review_.pdf [Accessed 6th August 2021].