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Those who work in early years services are routinely demonstrated to be central to those services’ quality. However, despite international recognition of the importance of good quality early years education and care, there is little consistency in training requirements: all teachers of pre-primary education have a Bachelor’s degree in Finland, for example, while in the UK, Level 2 and Level 3 qualifications are all that is legally required to count in adult:child ratios.
Qualification levels are only part of the story, as staff are expected to have an extensive range of knowledge and other attributes to equip them for working with young children. I am interested in what staff are expected to know, how they come to know it and what they do with that knowledge.
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