’We are teachers too’: reclaiming professionalism in early childhood education from within

Abstract

The professionalisation of Early Childhood Education and Care (ECEC) has gained international prominence due to its role in fostering children’s lifelong learning and contributing to societal economic growth. This paper explores professionalism in the ECEC workforce in England, focusing on tensions between policy, qualifications and the experiences of early years educators. Drawing on critical pedagogy and Bernstein’s pedagogic device, we explore how power dynamics and inequalities have led to the de-professionalisation of early years educators, positioning them as subordinate to teachers in compulsory education. Through narrative inquiry with 15 participants, we highlight the challenges and opportunities for early years educators to reclaim agency, foster criticality and transform their professionalism. The findings highlight a need to re-conceptualise ECEC professionalism, to prioritise practitioner autonomy, equitable policies and develop an integrated approach to workforce development through a sector-wide commitment to change that empowers early years educators as agents of pedagogic and policy innovation.