The professional standards are different to those which have been used by Early Years Professionals on their training pathways. There is a greater focus on educational programmes, group learning and more formal aspects of learning, which have been termed ‘school readiness’ and there has been a critique that play, multi-agency working and, to some extent, parents have been marginalised. Trainees are still required to demonstrate their personal practice and leadership with babies, toddlers and young children.
Although the teaching has been revised to consider the new professional standards it is important to be mindful that we, as providers, are keen for the training to reflect the Early Years sector philosophy and needs. This enables us to ask candidate to take a critically analytic view of the requirements of the Teachers’ Standards (Early Years) and link this to a child centred view of pedagogy and practice. By doing this they should be able to make links within their own contexts and support the children and families they work with in an appropriate way.
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