Abstract
This chapter explores the impact of Foundation degree study on the changing professional identities of women, who comprise the majority of workers in the early years workforce. Historically, the care of young children has been seen as the (natural) preserve of women and as one that needs little knowledge and few, if any, formal qualifications save those gained through the experience of motherhood. The professionalisation of the early years workforce is seen as a key element in the English government ’s reform agenda for the early years and we consider some of the challenges early years students face in becoming reflective and reflexive practitioners within a strongly regulated environment.
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Notes
- 1.
There are a number of job titles for adults working in early years contexts in England. Some commentators would refer to these as ‘para-professional ’ roles.
- 2.
The OU FDEY academic team.
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Cable, C., Goodliff, G. (2011). Transitions in Professional Identity: Women in the Early Years Workforce. In: Jackson, S., Malcolm, I., Thomas, K. (eds) Gendered Choices. Lifelong Learning Book Series, vol 15. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0647-7_15
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