Voluntary Professionals

It is important to understand and value the learning that takes place throughout life, both outside of, and at, work. At CETAD - the Centre for Training and Development, a specialist work-based learning centre at Lancaster University - we have an ethos of 'building from experience' and of work-based learning, which underpins our work as an EYPS training provider. We use a range of methods, such as workshops, small group work focusing on real work issues, projects and one-to-one guidance; all with an emphasis on knowledge, skills and experience, which can be applied directly to a participant's workplace. Based on our philosophy of working with individuals to achieve success through high quality work-based learning, we created a bespoke full pathway model - the Professional Practice Programme.

A significant element of this course provides candidates with a sound theoretical understanding through a series of developmental workshops, all underpinned by the Early Years Foundations Stage (EYFS) Principles into Practice card and mapped to the EYPS standards.

The workshops are lively and interactive and they are also available for other pathway participants who may need input in a specific area, or who simply want to enhance their EYPS journey. The following examples all have EYPS, the Professional Practice Programme and the Home Start scheme in common. Home Start is a charity that aims to support families with young children in local communities, providing family and early learning environments among other benefits.

Syl Wyatt, a student on our full pathway programme, says: 'I decided to opt for the full pathway as I was taking a career break while deciding which direction the next stage of my life should take.' over the past nine years Syl had set up and managed a thriving Home Start scheme. With a BA (Hons) in German, but no intention of resurrecting her rusty grammar to go back into teaching, Syl knew that she wanted to continue working with young children and their parents, and gaining EYPS seemed the logical step.

Syl's first placement was in a private nursery, working in the baby room, with babies as young as four-months-old: 'This enabled me to understand how the EYFS could work for even very tiny babies.' Her next placement was at a children's centre, which offered a broader overview of working with multiagency and outreach teams. In this context Syl feels she was able to make a real difference: 'In one of the workshops on Supporting Learning the tutor raised awareness of embracing Attitudes, dispositions and Gender, so in the children's centre I was able to lead a staff meeting, put forward new ideas and, as a result, I was able to influence and change the policy on weapon and superhero play.'

Another Home Start practitioner, dorothy Rowe, undertook the short EYPS pathway with CETAd last September (2008). While dorothy was already very experienced, she felt that she benefited from the bespoke 'Birth to Three Early Years Foundation Stage' workshops.

Dorothy is responsible for delivering family learning sessions at Home Start Chorley for families with young children, offering a variety of different activities to help them learn together. She brings passion, wide-ranging expertise and professional skills to her role, and at 68-years-old, she enthusiastically embarked on EYPS and gained her maths qualification along the way.

'We are proud of the high quality family and early learning environment that we have achieved,' says dorothy. 'We continue to develop as a result of the influence [that] EYPS has.'

Dorothy's enthusiasm and energy is an inspiration, especially to Rifat Kauser who, having benefited from dorothy's guidance and support while a Home Start parent, has now embarked on the EYPS full pathway.

As for Syl, she has moved on from Home Start and is now a district Parent Support Advisor, which is hosted by Haslingden Community Link.

'This is a new position, and I am tasked to work alongside parents, early years providers and schools, as part of the Extended Schools programme, to try and improve provision for parents and to help engage parents in the education of their children, which, as research has shown, increases immensely the achievements of, and thus the life chances of, their children,' says Syl.

'The knowledge I have gained through my EYPS journey and the related professional programme has helped enormously.'

These are just three examples of how professionals can make a real and powerful difference to the lives of our youngest children.

EYE Volume 11, No 8, December 2009

Reproduced with permission. Early Years Educator (c)2009 MA Education Limited.

EYE is available through subscription or from selected newsagents and bookstands. It features a broad range of professional articles for practitioners who are serious about developing their career including information for those working, or wanting to work, in early years and attain the Early Years Professional Status (EYPS).