Leading and Managing in an Early Years Setting in England

  • Linda Miller
  • Carrie Cable
  • Gill Goodliff
Part of the International perspectives on early childhood education and development book series (CHILD, volume 6)


This chapter focuses on Julie, an early years practitioner in England. Starting with a brief description of recent developments in early years services and policy in England, we discuss different perspectives on professionalism and the professional roles of early years practitioners to position Julie’s work within its broader context. Julie’s day is then described through a series of situations on which she reflects during a follow-up interview with us. We conclude that professionalism for early years practitioners can be difficult to define in the context of a country which retains wide and disparate public and private provision and a widely stratified workforce in terms of qualifications. This is not aided by the introduction in 2006 of a centrally defined Early Years Professional role.


Outdoor Play Northern Ireland Senior Management Team Nursery Director Professional Knowledge Base 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.



The project was funded by the Practice Based Professional Learning Centre for Excellence in Teaching and Learning (CETL) at The Open University, UK.


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Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.Faculty of Education and Language StudiesThe Open UniversityMilton KeynesUK
  2. 2.Department of Education, Faculty of Education and Language StudiesThe Open UniversityMilton KeynesUK

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