New competencies help build graduate-led workforce to support children and families

Jenny studied the degree to become a primary school teacher, specialising in Early Years. She said: “The course caught my eye as its content seemed interesting and up to date, with lots of opportunity for practical work placements.

“University supported me in so many ways. As well as academically, the staff helped to massively improve my confidence, both personally and in my practice. I was given the opportunity to take part in an academic research project about children’s identity, and attend/speak at conferences relating to early childhood – if I wasn’t doing the competencies, I’d never have pushed myself to say yes to doing these things!

“It feels amazing to have finally graduated, and to have completed the competencies alongside Abbie. I’m currently working as an unqualified teacher in a Reception class, on a School Direct route. Doing the competencies, and spending so much time in placement, is one of the reasons why I was offered this opportunity, so I’m hugely grateful!”

Dr Helen Perkins, Senior Lecturer in Childhood and Family Studies at the University, said: “With these Competencies, we are making an important contribution towards building a graduate-led workforce better able to advocate for, and support, young children and their families.

“Embedding the Graduate Practitioner Competencies within the Early Childhood Studies degree has made me really consider how, and what, we teach on this programme.  The course content has always been relevant and students have found it to be in depth and applicable to daily practice but the addition of the competencies have enhanced it even further by bringing together theory and practice.

“Our Graduate Practitioner students have a wider range of skills to enter the workplace with and will ultimately have a positive impact on those with whom they work. 

“I’m so proud that our third cohort of students to have studied these competencies have now graduated.  I strongly believe that having completed the competencies, graduates will stand out when applying for jobs, benefitting children’s development.”

The ECSDN recently announced a major change nationally to the official perception of early childhood graduates as 'professionals' and Early Education and Childcare practitioners are now classified as Associate Professionals instead of ‘Teaching and Childcare Support Occupations’ (non-professional). 

The Early Childhood Graduate Competencies are: 

Advocating for young children’s rights and participation 

Promoting holistic child development 

Working directly with young children, families and colleagues to promote health, well-being, safety and nurturing care 

Observing, listening and planning for young children to support their well-being, early learning, progression and transitions 

Safeguarding and child protection 

Inclusive practice 

Partnership with parents and caregivers 

Collaborating with others 

Professional Development. 

Anyone interested in studying in the Institute of Education should register for the next Virtual Open Day to find out more.

ENDS

Share this release