Longitudinal Study of Early Years Professional Status: an exploration of progress, leadership and impact: final report

Mark Hadfield; Michael Jopling; Martin Needham; Tim  Waller; Liz Coleyshaw; Mahmoud Emira; Karl Royle

Longitudinal Study of Early Years Professional Status: an exploration of progress, leadership and impact: final report

Mark Hadfield, Michael Jopling, Martin Needham, Tim Waller, Liz Coleyshaw, Mahmoud Emira, Karl Royle

Research output: Book/Report › Commissioned report

Abstract

The early years professional status (EYPS) was part of a range of measures to develop a more professional early years workforce for pre-school children.
This report examines early years professionals’ (EYPs) views on their ability to carry out their roles since gaining EYPS.
It also examines the career pathways of EYPs and views on their career trajectories, including any motivations or intentions to change setting, role or career, and the extent to which they have, or have not, undertaken (or plan to undertake) any further training or professional development.

Original language	English
Place of Publication	London
Publisher	Department for Education
Number of pages	135
Publication status	Published - 27 Sept 2012

Bibliographical note

Keywords

early years
professionalisation
leadership

Access to Document

DfE-RR239c_reportFinal published version, 1.6 MBLicence: Other

https://www.gov.uk/government/publications/longitudinal-study-of-early-years-professional-status-an-exploration-of-progress-leadership-and-impact-final-reportLicence: Other

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Hadfield, M., Jopling, M., Needham, M., Waller, T., Coleyshaw, L., Emira, M., & Royle, K. (2012). Longitudinal Study of Early Years Professional Status: an exploration of progress, leadership and impact: final report. Department for Education. https://www.gov.uk/government/publications/longitudinal-study-of-early-years-professional-status-an-exploration-of-progress-leadership-and-impact-final-report

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Hadfield, M, Jopling, M, Needham, M, Waller, T, Coleyshaw, L, Emira, M & Royle, K 2012, Longitudinal Study of Early Years Professional Status: an exploration of progress, leadership and impact: final report. Department for Education, London. <https://www.gov.uk/government/publications/longitudinal-study-of-early-years-professional-status-an-exploration-of-progress-leadership-and-impact-final-report>

TY - BOOK

T1 - Longitudinal Study of Early Years Professional Status

T2 - an exploration of progress, leadership and impact: final report

AU - Hadfield, Mark

AU - Jopling, Michael

AU - Needham, Martin

AU - Waller, Tim

AU - Coleyshaw, Liz

AU - Emira, Mahmoud

AU - Royle, Karl

PY - 2012/9/27

Y1 - 2012/9/27

N2 - The early years professional status (EYPS) was part of a range of measures to develop a more professional early years workforce for pre-school children.This report examines early years professionals’ (EYPs) views on their ability to carry out their roles since gaining EYPS.It also examines the career pathways of EYPs and views on their career trajectories, including any motivations or intentions to change setting, role or career, and the extent to which they have, or have not, undertaken (or plan to undertake) any further training or professional development.

AB - The early years professional status (EYPS) was part of a range of measures to develop a more professional early years workforce for pre-school children.This report examines early years professionals’ (EYPs) views on their ability to carry out their roles since gaining EYPS.It also examines the career pathways of EYPs and views on their career trajectories, including any motivations or intentions to change setting, role or career, and the extent to which they have, or have not, undertaken (or plan to undertake) any further training or professional development.

KW - early years

KW - professionalisation

KW - leadership

M3 - Commissioned report

BT - Longitudinal Study of Early Years Professional Status

PB - Department for Education

CY - London

ER -

Longitudinal Study of Early Years Professional Status: an exploration of progress, leadership and impact: final report

Abstract

Bibliographical note

Keywords

Access to Document

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Cite this