Professional training in the early years sector: managing the complexities of policy and practice

Nutbrown’s (2012) review of qualifications in the Early Years sector suggests that professional development opportunities for practitioners form a significant part of quality improvement to practice. Drawing on initial findings from a small scale research project, which indicates that practitioners experience a range of challenges in their roles, the paper suggests how professional training programmes could support participants to develop relevant skills to manage the complexities of Early Years provision. Cable and Miller’s (2011) concept of the reflective, reflexive and responsive practitioner, who learns from others and considers different approaches to developing practice, provides a theoretical framework for this presentation