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Supporting your work with children under three
through continuing professional development
Research into Practice
Learning and Teaching Scotland
www.LTScotland.org.uk
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Introduction
In 2008, the Faculty of Education at the University of Strathclyde was commissioned by
Learning and Teaching Scotland to undertake research into the continuing professional
development (CPD) provision for early-years practitioners and managers across Scotland,
specifically the provision made for those working with children under 3. The focus was on staff
in local authority early-years centres as well as partner providers in the private and voluntary
sectors.
Who is this guide for?
The National Review of the Early Years and Childcare Workforce by the Scottish Executive in
2006, and the Scottish Parliamentary response to the findings of the review later that year had
emphasised that:
the area which requires most urgent investment in improving the skills level of the
workforce, and that although further investment is required in the 3–5 sector, the
under-3 sector is the most immediate priority (SPEC, 2006, para 16)
This guide provides a summary of the research for practitioners involved in the delivery of
services to children under 3 and their families. A further document, Integrated Services,
Working Together to Support Children under 3 and their Families, is available online from
Learning and Teaching Scotland.
It has been designed to stimulate discussion and promote CPD particularly around the shared
principles, values and action points which will support the best outcomes for our youngest
children and their families.
Where can I find more information about the research?
A full technical report was compiled and the executive summary is available from Learning and
Teaching Scotland. Details can be found on the Early Years web pages:
www.LTScotland.org.uk/earlyyears
research in practice
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What does the research recommend?
Recommendation 1
A national champion for CPD for those working with children under 3
It is recommended that someone be appointed at national/local level to draw
attention to the CPD needs of those working with under-3s throughout Scotland.
Finding
The evidence gathered during the study showed that while managers and practitioners were,
on the whole, positive about the CPD they had experienced, they found that opportunities
that directly addressed their needs when working with children under 3 were limited and
support for many issues directly related to working with this age group was not adequate.
Some authorities had given priority to the needs of those working with children under 3, but
in many cases, both at authority and centre level, there was no clear focus on the needs of
this group as distinct from older children.
What do you think?
1.
Why do we need highly qualified and experienced staff working with our youngest
children?
2.
What would be the benefits of each local authority having a CPD co-ordinator for birth
to 3?
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supporting your work with children under three through continuing professional development
Recommendation 2
National guidance for supporting our youngest children
It is recommended that, as part of developing a coherent framework for qualification
and professional development, the national guidance documents (Birth to Three,
Learning and Teaching Scotland) be reviewed with a particular focus given to
practical examples that support the guidelines and which complement local authority
developed frameworks.
Finding
Around half of the local authorities surveyed reported having developed their own frameworks
for birth to 3, and where these were available they were used frequently by centres. However,
the range of guidance available for working with this age group was confusing for many
practitioners as they were unclear whether these were intended to be policy documents or
support materials.
What do you think?
1.
What sources would/do you use to find more information about working with children
from birth to 3?
2.Can you identify ways in which you use currently available guidance and how it impacts
on your practice?
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Recommendation 3
Qualifications for working with our youngest children
It is recommended that, when present qualifications are being revised, they take
full account of national priorities and expectations for the workforce. In particular, a
specific focus on working with very young children under 3 years should be a required
element, including placement experience.
A post-qualifying stage, such as the probationary year for newly qualified teachers,
which requires experience across all age ranges for the purposes of registration,
should be considered.
Finding
The knowledge, skills and attitudes of early years workers are influenced significantly by their
training experiences as well as the ongoing professional development which they undertake
following qualification. A concern highlighted in the research was that pre-service provision
did not require practitioners in preparation to study the development needs of children under
3 as a discrete element and that there was a lack of placement opportunities working with
this age group. The content of pre-service programmes does not therefore currently meet
the national priorities and expectations for the workforce as expressed in the Standard for
Childhood Practice (2007) and the Early Years Framework (2008). In addition, the wide range
of qualifications that staff currently hold, and the significant differences between them in terms
of practice-based learning, poses problems for centre managers and local authority officers in
planning for CPD opportunities.
What do you think?
1.
What benefits
would there
be in having a
probationary year
for all new staff
where they would
work in placement
during that time?
2.How could you
gain increased
knowledge and
practical experience
of working with
children under 3?
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Recommendation 4
Create learning communities for those working with children under 3
It is recommended that particular focus be given to developing sustainable learning
communities for the early years workforce, supported by expert mentoring as
appropriate within the local context. Individual and local development should be
aligned to the national Early Years Framework.
Finding
The research showed that CPD provision was dominated by short-term opportunities, which
were most likely to be supported by local authorities and were preferred by managers and
practitioners. However, practitioners also felt that one-off sessions were insufficient to change
their practice while CPD with peers, more experienced colleagues, practitioners from other
centres and specialist support were valued and seen to be effective.
What do you think?
1.How do you share information and develop practice within your own setting?
2.
What are the benefits of staff coming together (learning communities) to share CPD
opportunities and experiences?
3.How do you ensure that the CPD opportunities undertaken by to you have a positive
impact on your practice?
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Recommendation 5
Multi-agency approaches to working with our youngest children
It is recommended that CPD initiatives with a specific focus on the birth to 3 age
range should be developed on a multi-agency basis, including key stakeholders
such as education, health and social work. Such initiatives should involve managers
and practitioners from private, voluntary and local authority sectors. Initial training
programmes and ongoing CPD should emphasise the value of integrated services, as
well as providing opportunities to develop integrated practice.
Finding
CPD sessions led by professionals from other agencies, such as health and social work, were
valued by practitioners, as were opportunities to take part in shared training events. Some
local authorities have already developed multi-agency training, though it was not clear to what
extent this focused specifically on the needs of children under 3.
What do you think?
1.How can you share good practice around working with children under 3 with other local
agencies and services?
2.In what ways can children under three benefit from you working closely with other
agencies, such as social workers, health visitors and speech and language therapists?
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supporting your work with children under three through continuing professional development
Recommendation 6
CPD – Innovative Approaches
It is recommended that currently less-used approaches, such as distance and online
learning, staff exchanges and job shadowing, be encouraged and supported. Glow1,
the Scottish national intranet for education, provides the infrastructure to enable
online learning and the exchange of ideas and practices to support virtual learning
communities.
Finding
The research found that distance and online learning, staff exchanges and job shadowing
were less common forms of CPD but were seen as accessible and valued by those who had
experienced them. Distance and online learning approaches are particularly valuable for those
living in rural areas.
What do you think?
1.In what ways do you think technology could be used as a tool to
support CPD?
2.In what way can you develop the use of ICT as a tool to further enhance CPD
opportunities?
3.How could job-shadowing opportunities benefit your own professional development?
1For information
on Glow see: www.
LTScotland.org.uk/
glowscotland/index.asp
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Recommendation 7
Working more closely with families
It is recommended that pre-service programmes and ongoing CPD at authority and
centre level be aligned to national priorities and, in particular, that priority be given to
working with families and supporting parents.
Finding
The research found that there were perceived gaps in CPD opportunities, such as working with
parents and developing home links, and these were seen as a priority by both managers and
practitioners. The Standard for Childhood Practice identifies the ability to support and develop
the workforce as key for lead practitioners and emphasises the importance of supporting and
working with parents for all practitioners. Working with and supporting families is a crucial
element of the Early Years Framework.
What do you think?
1. a) How do you develop trust and respect with parents to enable you to work meaningfully with them?
b) How do you support the continuity of learning experiences between home and
the pre-school setting?
2. In what ways do children under 3 benefit from you working closely with their parents?
3. In what ways could you develop this further?
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supporting your work with children under three through continuing professional development
Recommendation 8
Regulation of CPD for those working with children under 3
It is recommended that a review be undertaken of the relationship between
authorities and partner provider centres, in respect of their provision for children under
3 years of age. This should include consideration of the role of different bodies, such
as the Care Commission, HMIE and Scottish Social Services Council (SSSC), in relation to
standards and ensuring partner providers can provide quality CPD for their staff.
Finding
The research recognised that the majority of early years services for children under 3 are provided
by the private sector yet staff working in this sector were less likely to participate in CPD, or to
have access to local authority resources or information about CPD opportunities. There was a
shared perception that access to CPD was more difficult for the private sector. This was also the
case for the voluntary sector although it offers less provision for children from birth to 3 years.
What do you think?
1. 2. research in practice
a) What are the roles of HMIE, Care Commission and Scottish Social Services Council in raising standards for young children?
b) How does that impact on self-evaluation in your setting?
What are the benefits of self-evaluation?
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Recommendation 9
CPD: Access for all?
It is recommended that research be undertaken to investigate the CPD needs and
opportunities of non-partner provider centres and childminders and to identify ways
of ensuring that national priorities and standards are being addressed. The needs of
rural and remote areas in particular should be addressed.
Finding
The research identified that the majority of early years services for children aged under 3 are
within the private sector. However, not all local authorities work closely with their partner2
providers in respect of provision for children in this age group or hold information about those
services. Indeed, the setting may not be in partnership.
What do you think?
1.
What do you consider the main barriers to accessing CPD related to children under 3 in
your own context?
2.How could you overcome one or more of these barriers?
2Partner providers are private and voluntary childcare centres that have partnership agreements for provision for
children under 3 years of age.
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