Exploring the continuing professional development needs of pedagogical practitioners in early years in England

Abstract

This article is based on quantitative and qualitative data that have been generated since 2009 on the study skills needs of early years practitioners working in England. The research has identified that developing information technology skills appears to be a particular professional development need for these practitioners. The practitioners are associated with six UK higher education institutions. The research data are from students and tutors associated with the Early Years Sector Endorsed Foundation Degree at these six higher education institutions. A main finding is that pedagogical practitioners in early years appear to lack confidence when they use information technology for learning and teaching activities with children aged up to eight years old. This suggests that there is a continuing professional development (CPD) need in this area of professional practice. The article’s theoretical content considers the implications of Janet Hale’s ‘curriculum mapping’ by developing the argument that the current standards-driven approach to education in early years in the United Kingdom and beyond may not be ideal in supporting the CPD needs of these pedagogical practitioners. This is because standards-driven education does not appear to be facilitating the reflective practice that might enable effective CPD.

Keywords:

• continuing professional development
• pedagogy
• early years
• information technology
• standards-driven education

Acknowledgements

The research was funded by Teesside University’s University Research Fund.