ORCID
- Vicky Bamsey: 0000-0002-3339-1496
Abstract
The professionalisation of Early Childhood Education and Care(ECEC) has gained international prominence due to its role infostering children’s lifelong learning and contributing to societaleconomic growth. This paper explores professionalism in the ECECworkforce in England, focusing on tensions between policy, qualificationsand the experiences of early years educators. Drawing oncritical pedagogy and Bernstein’s pedagogic device, we explorehow power dynamics and inequalities have led to the deprofessionalisationof early years educators, positioning them assubordinate to teachers in compulsory education. Through narrativeinquiry with 15 participants, we highlight the challenges andopportunities for early years educators to reclaim agency, fostercriticality and transform their professionalism. The findings highlighta need to re-conceptualise ECEC professionalism, to prioritisepractitioner autonomy, equitable policies and develop an integratedapproach to workforce development through a sectorwidecommitment to change that empowers early years educatorsas agents of pedagogic and policy innovation.
DOI Link
Publication Date
2025-11-19
Publication Title
Early Years
ISSN
0957-5146
Acceptance Date
2025-10-20
Deposit Date
2025-11-20
First Page
1
Last Page
18
Recommended Citation
Bamsey, V., & Fogarty, L. (2025) '’We are teachers too’: reclaiming professionalism in early childhood education from within', Early Years, , pp. 1-18. Available at: 10.1080/09575146.2025.2580480
