While the sector has been unwilling to embrace the title of 'pedagogue', it seems that the Early Years Professional (EYP) has a much better chance of universal acceptance.
But it's not just about creating a title that accurately reflects the scope and holistic dimension of childcare. The EYP's remit is an ambitious one - to dramatically raise standards for leading practitioners, and to be a lynchpin for workforce reform.
It provides a mandate to ensure that senior practitioners are properly skilled. Academic ability and practical experience are both vital, according to the Children's Workforce Development Council (CWDC), which is charged with the task of delivering the Children's Workforce Strategy.
As Jane Haywood, CWDC chief executive, has emphasised, very few people in the workforce currently have the full 'certified package'. Despite a proliferation of job titles and roles, few of these will embody all of the credentials that are now deemed essential for the senior role.
For example, qualified teachers may not have done enough on child development and nought-to-threes, while those with a foundation degree will need an academic top-up.
To achieve EYP status, candidates will be assessed and measured against a range of standards, but there will not be a set course.
According to the CWDC, the required training will very much depend on where a particular individual is in terms of their career. If, for example, they have 20 years' experience and a level 5 qualification, they will need less training than someone who is new to the sector. Again, the time spent on learning and development will depend very much on the person's current skills, knowledge and level of qualification.
Who can apply for EYP status?
The beauty of what the CWDC is consulting on is that a wide range of applicants will be eligible to apply for EYP status. They may not necessarily need to have a degree, or an equivalent in Early Childhood Studies, if they can demonstrate by other means that they possess the knowledge, skills and understanding that count as equivalent to such a qualification.
It is suggested that applicants with a foundation degree will need to supplement it with at least 60 credits at HE level 3. GCSEs to grade C, or equivalent, in English and mathematics are a basic requirement, along with proven written and verbal skills.
The suggestion that a candidate must have a minimum of two years' relevant experience, one of which must be in a setting covering birth to the end of the Foundation Stage, reflects a concern for quality of experience rather than quantity or 'time served'.
Just how candidates will be measured against the standards when they lack academic qualifications will become clearer when the EYP prospectus is published in June.
What are the EYP's professional responsibilities?
First and foremost, the EYP has to set an example by highly valuing children and practice. These values must embody respect, a commitment to diversity and an understanding of children's rights. Effective communication is seen as key to establishing respectful, trusting relationships with children, families and carers, and the EYP must work in partnership with them to improve outcomes in line with Every Child Matters.
Along with promoting and employing safe working practices, EYPs must be able to lead a team of colleagues who work under their supervision within the setting.
It is important to note that this leadership role does not necessarily extend to managing multi-agency and multi-disciplinary settings. This is where an NPQICL qualified individual may be employed. At the same time, this does not preclude an EYP going on to undertake the NPQICL.
Key to the role is ongoing improvement of practice. This is where workforce reform can be seen to be delivering on quality assurance. EYPs must promote and use 'reflective practice' within their team and setting. They must be able to analyse evidence about effective practice and use it to improve their own and that of others.
Professional knowledge and understanding
It is proposed that the role of the EYP is to be closely linked with the delivery of the new Early Years Foundation Stage. In line with this, candidates must demonstrate knowledge of:
* Child development
This is underpinned by secure knowledge of the expected pattern of children's physical, intellectual, linguistic, social, emotional and behavioural development from birth to the end of the Foundation Stage, and how children learn and develop from then on.
* Early Years Foundation Stage
Having a secure and up-to-date knowledge and understanding of the EYFS. The consultation on the EYP and the EYFS overlap in order to give people a chance to comment on the EYP in the light of the draft of the new EYFS.
* Effective practice
Includes all practical and intellectual skills that are essential for delivering outcomes, such as making a positive contribution and enjoying and achieving. Supporting the development of language and communication.
* Health and well-being
Ensuring that children are healthy and stay safe through an understanding of issues, such as current safety legislation and child protection.
* Working with others Understanding the contribution that other professionals make to children's physical and emotional well-being.
How will the EYP lead practice?
In order to lead a team's practice, EYPs must establish an environment that is safe and stimulating for children in a variety of ways. This includes providing balanced and flexible routines that meet all children's needs.
Working effectively with others is identified as a top priority for good practice and involves not just colleagues, but parents and carers who can share information about children and participate in their learning.
Leading practice will involve having high expectations for children's progress and achievement - ensuring they can enjoy and achieve, and make a positive contribution, in line with the five outcomes. EYPs will demonstrate that they can lead and provide activities over a sustained period that assist children in progressing through the EYFS. Observation and monitoring of children is also given emphasis when it comes to leading practice.
How will the EYP be funded?
The CWDC and the Training Development Agency for Schools will work with higher education institutions and other training providers to establish new training routes for those practitioners wishing to gain EYP status. In the first phase there will be a small number of designated providers ensuring regional coverage. Although applications have just closed, there will be an opportunity for more providers to tender involvement for phase two.
Money to the tune of 51.8m is coming from the Transformation Fund during 2006 to 2008 to cover the cost of course development and provide financial support for EYP students working in full daycare settings.
Watch this space
It is worth remembering that the standards are not yet finalised and CWDC is currently working with its partners to ensure that they are fully supported by the sector. You can respond to the consultation online at www.cwdcouncil.org.uk. NW
Further information
* The draft standards can be downloaded from www.cwdcouncil.org.uk HOW WILL THE EYP RELATE TO QUALIFIED TEACHER STATUS?
Education consultant Margaret Edgington says, 'There is a great worry that EYPs will replace teachers. All the evidence from research shows that quality is highest when teachers work directly with children leading teams in curriculum development.
'An EYP should not replace a teacher, in my view. We should be looking to strengthen training of specialist early years teachers who understand development from birth to eight, rather than inventing a new lower level position.
'If teachers are edged out of work with Foundation Stage children, the status of all early years workers will be diminished. Young children need the best qualified staff.'
Ms Edgington believes that having EYPs working alongside teachers could raise professional status, but if they replace teachers, standards will fall. She says, 'Why not encourage those who are capable of doing so to achieve early years teacher status? The only reason I can see is that the practitioners being targeted for EYP status are not able to meet the requirements for teacher training. So inevitably it looks like a cynical move to develop early years on the cheap.'
COUNTDOWN TO THE EYP
June 2006 Publication of a detailed prospectus setting out the final proposals and standards following consultation. Completion by CWDC of the process of conferring EYP status.
September 2006 A pilot training and assessment programme begins for those who are close to demonstrating EYP standards.
January 2007 The first EYP status accreditations are expected to be conferred. A more general roll-out of training for EYP status begins in higher education institutions and other providers.
