Rewriting professionalism in early childhood education and care: A call to collective agency

Abstract

Early Childhood Education and Care (ECEC) professionals in England operate within a system that persistently undermines their status, voice, and agency. This conceptual paper, informed by prior empirical research, introduces a new conceptual framework positioning professional confidence as a driver of change from within the sector. Building on Miller’s analysis of system conditions that constrain professional identity and autonomy (2019; 2021), it reframes confidence not as an individual trait but as a relational, collective force. The conceptual framework identifies five interconnected components – awareness, positive action, skilful advocacy, collective action, and purposeful passion – through which practitioners can exercise meritocratic agency and challenge externally imposed definitions of professionalism. By situating confidence within the broader system architecture, the paper highlights how professional self-definition and sector-led leadership can begin to reshape institutional cultures. It concludes with a call to action for leaders, policymakers, and practitioners to co-create an empowered and self-determining profession.