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

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 deprofessionalisation
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 sectorwide
commitment to change that empowers early years educators
as agents of pedagogic and policy innovation.