INITIAL AND CONTINUING EDUCATION FOR PRACTITIONERS IN THE UK CONTEXT: EARLY YEARS EDUCATION Dr Liz Browne, Oxford Brookes University.

INITIAL AND CONTINUING EDUCATION FOR PRACTITIONERS IN THE UK CONTEXT:

EARLY YEARS EDUCATION

Dr Liz Browne, Oxford Brookes University

WHAT SORT OF EARLY YEARS EDUCATION SHOULD WE BE PROVIDING?

OUR AMBITION

And these 2 students?

EYFS STATUTORY GUIDANCE

The framework sets the standards that all early years providers must meet:

to ensure that children learn and develop well

have the knowledge and skills they need to start school at aged 5

and are kept healthy and safe

UK SCHOOLING 1870-1970

THE TEACHERS TOOLKIT TODAY

WE HAVE THE BEST TRAINED TEACHERS EVER

In 2010 a government policy document acknowledged that we have the best trained teachers ever!

We have confidence in the theories that we espouse and a commitment to give young people the best education possible

Government policy rhetoric, which ever government is in power, acknowledges the importance of a good education

THE BEIJING OLYMPICS

THE LONDON OLYMPICS

CONCERNS

Will the requirements of the Early Years Foundation stage:

i) Control teachers too much and limit opportunities for creative expression

ii) Enhance the learning experiences of the young and help them to maintain a love of learning?

NOT A DEEP ROOTED PROBLEM!

The problem I would suggest is at points of transition:

So, how can we assure curriculum continuity and continued support for skill development?

What role could CPD play in bringing educators from the different sectors together to support learners as they move through the education system?

Is there anything we can learn from the Chinese education system about transition points to help us address this problem?