Getting Professionalism in Practice Right

Early years education is sometimes described as “just childcare” by people who do not work in the sector and who really have no idea of what it involves. Those of us in early years know how far from the truth that perspective is. We are shaping brain development, emotional security, communication skills and attitudes to learning that will last a lifetime. We are modelling attitudes and behaviours, laying the foundations for all future learning and nurturing the next generation to hopefully live a full, long and happy life. That level of influence carries huge responsibility, and that is where professionalism comes in.   

 

 

Why professionalism matters more than ever 

Professional practice in early years is about how we think, how we behave, how we develop ourselves and how seriously we take the role. If we want our profession to have the kudos and respect that it deserves, then we need to have that respect for ourselves, our colleagues and our careers as a whole; because if we don’t value ourselves and what we do, how can we expect others to? When practitioners see early years as a skilled, specialist profession, they behave differently. They prepare more carefully, reflect more deeply and take greater pride in their work.   

 

What does professionalism mean? 

 

Professionalism in early years, like in any other profession, is a combination of knowledge, behaviour and attitude. It includes: 

• Understanding child development and how children learn 

• Working in accordance with the EYFS and current best practice guidance 

• Acting ethically and respectfully with children, families and colleagues 

• Communicating clearly and appropriately in all situations 

• Taking responsibility for our own learning and improvement 

• Maintaining an appropriate attitude and behaviour in everything we do, both in the workplace and outside of it 

What impact does professionalism have? 

 

Professionalism underpins all areas of daily life in the early years, for example:    

1. For children; Children benefit directly from professional practice. When practitioners understand child development, plan intentionally and reflect on what works, children receive higher quality interactions and learning experiences. Research consistently shows that the quality of adult–child interaction is one of the biggest factors influencing outcomes in the early years.  Professionalism means being purposeful, not just ‘busy’. It means noticing, questioning and adapting and is a long way from simply 'supervising'.   

2. For families; Parents and carers place enormous trust in early years settings. Professional practice builds confidence and reassurance. Clear communication, reliable routines, confidentiality and respectful relationships all demonstrate that a setting takes its role seriously. And when families experience professionalism, they are more likely to engage in a professional manner themselves, share important information and work in partnership.    

3. For the sector; Professionalism also raises the profile of early years as a whole. For too long, our sector has been undervalued compared with schools or other professions such as nursing or social work. Yet the level of responsibility is just as high, if not higher. We are, after all, at the coalface when it comes to helping children develop to the best of their ability. When practitioners speak knowledgeably, keep records well, follow policies and demonstrate reflective thinking, they challenge outdated stereotypes. This contributes to a stronger and more respected sector.    

 

How can we increase professionalism? 

 

There are many things that individual practitioners and settings can do to increase professionalism in early years, from setting individual goals and acting as a role model, to ensuring that all statutory duties are covered. These include:   

Professional behaviour every day 

Professionalism shows in small, everyday details such as: 

• Being punctual and reliable 

• Dressing appropriately for the role 

• Always speaking respectfully about children and families 

• Maintaining confidentiality 

• Using positive, professional language in front of children 

• Working as part of a team 

These behaviours send a powerful message to children, to families and to colleagues that you care, you take the role seriously and that it is important. Some settings include a ‘Code of Conduct’ for practitioners as part of an employment contract in the same way that teachers are required to abide by the Teachers’ Standards.    

 

Reflective practice 

 

Ofsted and the Department for Education emphasise the importance of skilled, reflective practitioners. Objective, reflective practice is not an optional extra, but is central to quality. Reflective practitioners ask themselves questions such as: 

• Why did that activity work well today? 

• Why did that child struggle to engage? 

• How did my response influence the situation? 

• What could I do differently to improve things next time? 

Reflection moves practice from a routine to a responsive interaction. It helps practitioners avoid doing things “just because we always have.” Instead, decisions are based on children’s needs, observations and learning, which are always changing. 

Reflection can happen informally in conversations with colleagues or more formally through supervision, appraisals and written evaluations. What matters is developing the habit of thinking about how to improve practice, not just carrying it out.   

 

Keeping up to date

Child development research, safeguarding guidance and educational approaches are always evolving. Professional practitioners understand that a qualification is the starting point, not the finish line and there is always more to learn. 

 

Staying up to date might include: 

• Attending training courses or workshops 

• Completing CPD or online learning 

• Reading professional articles or guidance updates 

• Sharing ideas and learning in staff meetings 

• Following sector updates and research 

Continuous professional development (CPD) is a key feature of any respected profession. Doctors, teachers and social workers all update their knowledge regularly. Early years should be no different since ongoing learning also keeps practice fresh and motivating. It helps practitioners feel confident and capable, rather than being stuck in a rut or using outdated methods.   

 

 

Early years as a career for life 

 

Perhaps one of the most important mindset shifts needed is seeing early years as a long-term career, not a temporary job. A professional career involves growth, progression and pride. There are many pathways within early years, including: 

• Room leader or senior practitioner roles 

• Special educational needs coordination 

• Management and leadership positions 

• Training and mentoring 

• Further study and specialisms 

When practitioners see a long-term future in the sector, they are more likely to invest in their own development and stay committed. This stability benefits settings and, most importantly, children.   

Professionalism is not about being perfect. It is about being thoughtful, informed and committed to doing better. It is a shared responsibility across the sector. And when we raise our own standards, we help raise the status of early years education itself, showing clearly that this is not “just childcare”, but a vital, skilled and deeply meaningful profession. 

 

 

Other articles:
Professional Learning For Baby Room Educators
What is Professionalism in Early Childhood Education?
The importance of Continuing Professional Development (CPD) for your staff