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ERIC Number: EJ995948
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1350-293X
Disrupting Communities of Practice? How "Reluctant" Practitioners View Early Years Workforce Reform in England
Payler, Jane K.; Locke, Rachel
European Early Childhood Education Research Journal, v21 n1 p125-137 2013
This article reports on the views of early years practitioners in England from settings that were identified as "reluctant to engage" with one of the government's key policies, the introduction of Early Years Professional Status (EYPS), to drive forwards workforce reform. Focus groups, interviews and a survey were undertaken in 2009 with 35 respondents in 15 early years settings. The article uses concepts from Wenger's situated theory of learning (1998) to locate the policy and practitioners' views of its implications in its socio-historical context with regard to early years professionalisation. The findings are considered against a conceptual framework for successful workforce reform to suggest how, by addressing areas of perceived "restrictive" practice, the move to increase status and professional qualifications in early years may become more inclusive of the current workforce. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)