It's been a long time since those in the early years sector could patronisingly be dismissed as 'nice ladies who love children' (Stonehouse, 1989). Nowadays we recognise the crucial importance of the task and the professionalism that practitioners bring to the role. But professionalism is much more than qualifications and experience, critical though these are. A fundamental part of being a professional is reflective practice, engaging in professional, learning conversations and critical debate. These learning conversations are a key part of any early years qualification and usually continue into the workplace – but have you ever thought of taking that reflection further, through publication?
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