Exploring the role of Froebelian theory in constructing early years practitioners’ sense of professionalism

ABSTRACT

How do early years practitioners construct what it means to be professional? How do they perceive the relationship between Froebelian theory and practice, if at all? What value do they attach to early years qualifications? This paper explores these questions drawing on data from thirty-three interviews with early years practitioners working in six settings in England as part of a Froebel Trust funded research project. Analysis of the data suggests that these practitioners construct versions of professionalism which tend not to acknowledge Froebelian theory and early years qualifications as relevant to their practice. To counter this perspective, we argue that a different approach to professional development, explicitly informed by Froebelian principles, could help to develop early years professionals’ ability to justify their early years principles and practice, whilst they fulfil the statutory requirements made of them.

KEYWORDS:

• Professionalism
• Froebelian theory
• early years practitioners
• qualifications

Acknowledgments

We would like to thank the practitioners who participated in this study and gave generously of their time to share their stories.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This study is part of a research project funded by The Froebel Trust, entitled: Enacting Froebelian principles in practice. We would like to thank The Froebel Trust for the funding.