Abstract

This qualitative study explores early years educators’ perceptions of learning and expertise, emphasising how they experience, develop, and articulate their professional knowledge in early childhood education. Based on ten in-depth semi-structured interviews, it critically examines the often complex and conflicting ways educators view their roles, identities, and professional development. The research is rooted in adult learning theories, including Knowles’ (1972) andragogy, Kolb’s (1984) experiential learning model, and Mezirow’s (1997) transformative learning theory, alongside Eraut’s (1994) work on professional knowledge and expertise, which highlights the relational, practice-based, and social dimensions of knowledge formation. Through thematic analysis, four key themes emerged: expertee-ism, learning, government-controlled factors, and society or one's own perception. Educators described learning as an ongoing, practical, and relational process rooted in daily practice rather than formal instruction. However, many struggled to connect their learning with the concept of expertise, often viewing the term as hierarchical, exclusive, or at odds with the nurturing and responsive ethos of early childhood work. While participants demonstrated considerable professional skills, there was a common reluctance to see themselves as experts, highlighting tensions between demonstrated capability, professional confidence, and external recognition. Government-controlled factors like qualification standards, inspection systems, and funding structures were viewed as both supportive and restrictive. Although formal qualifications were generally seen as necessary for recognition and legitimacy, many participants felt that experience, emotional intelligence, and practical wisdom were undervalued by policies that prioritise credentials over real-world expertise. Furthermore, accountability pressures, standardisation efforts, and limited access to advanced training programs heightened feelings of marginalisation. The final theme, which explores self and societal perceptions, reveals how larger cultural narratives significantly impact educators’ professional identities. Many participants felt they were "looked down upon” or viewed primarily as caregivers rather than qualified professionals. These perceptions—both internal and external—erode confidence and limit career growth, despite demonstrating skills in reflective practice, child development, family engagement, and mentoring. This interplay of themes emphasises that the social context shapes how educators understand, experience, and claim expertise, which is often negotiated through wider ideas of professionalism and recognition. Building on these findings, this study introduces the concept of expertee-ism as a framework for understanding how expertise is experienced, acknowledged, and negotiated in early childhood education and care. Expertee-ism emphasises the connection between formal knowledge, experiential learning, relational practices, professional identity, and the social processes that either value or limit expertise. Consequently, this research advocates for a broader view of professionalism that includes experiential, relational, and embodied knowledge, in addition to formal qualifications.

Awarding Institution(s)

University of Plymouth

Supervisor

Verity Campbell Barr, Katherine Evans

Keywords

Learning, Expertise, Identity, Educator, Early years, Childcare, Nursery, Nurseries, Education, Education policy, Educational research, Learning development, Learning experiences, Professional identity, ECEC, Early Childhood Education and Care, Qualification

Document Type

Thesis

Publication Date

2026

Deposit Date

July 2026

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