Early childhood settings and funded two-year-old children: experiences from four settings in England

Abstract

In 2013 funding was introduced to support disadvantaged two-year-old children to attend early childhood settings in England. This study explores the experiences of four early childhood settings as they worked with these funded children for the first time. Using interviews and observations within the settings, findings demonstrate some adjustment of resources, but a lack of overall preparedness for working with two-year-old children. Training was available to support staff in settings, but mechanisms to make use of this training to develop opportunities for the funded two-year-old children was under-developed. Understanding of the reasons for the introduction of the funded places for two-year-old children was limited. Specific development of the key person role and development of parent partnerships are recommended.

Keywords:

• two-year-old funding
• economic disadvantage
• developmental stage
• professional development
• enabling environments

Acknowledgements

We acknowledge the willingness of participants to contribute to this small study. Their contributions have helped us to make suggestions for best practice with two-year-old children.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Heleanna Phair is a Nursery Manager and Early Years Professional with a Master's degree in Early Years Professional Practice.

Geraldine Davis is a Principal Lecturer at Anglia Ruskin University with a particular interest in leadership and the early childhood professional workforce.