Listening to children's perspectives: improving the quality of provision in early years settings
Report looking at how early years professionals use and respond to children's perspectives when improving the quality of their provision.
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Early years professional status (EYPS) was part of a range of measures to develop a more professional early years workforce that would raise the status of work with pre-school children. It was also linked to other quality improvement efforts in the sector such as the implementation of the early years foundation stage.
The longitudinal study of early years professional status was a 3-year study commissioned by the former Children’s Workforce Development Council (CWDC) in 2009.
The study consisted of a national questionnaire survey of early years professionals and case studies of 30 early years settings in which early years professionals from different backgrounds and with different levels of experience were employed in a range of leadership roles.