CPD and Working with Children Under 3 Years
Research method
The research involved a number of phases, the first of which was a review of relevant existing documentation and literature. This phase was followed by evidence gathering from local authorities, centre managers and early years practitioners. A survey of local authority officers was completed by 27 local authorities, while two separate surveys sent to early years centres were completed by 122 centre managers and 340 early years practitioners. A final phase involved interviews with a range of individuals in three local authority areas, including local authority officers, centre managers, practitioners and parents.
Main findings
CPD opportunities that directly address the needs of those working with children under the age of 3 were limited, and support for all topics relating to this age group was not always adequate.
The national guidance document and support pack produced by LTS, 'Birth to Three', was widely used, along with other guidance produced by the Department for Children, Schools and Families in England and by local authorities in Scotland. However, there was evidence that the existence of such a range of guidance information was confusing for many practitioners.
Currently, pre-service training does not often require practitioners in preparation to study the development needs of children under the age of 3, and there was a lack of placement opportunities with this age group.
CPD provision relating to children under the age of 3 was currently dominated by short-term provision, such as day, twilight and evening in-service courses. However, practitioners felt that one-off CPD activities were insufficient to change practice. In addition, practitioners valued well-supported, in-house CPD opportunities with peers, practitioners from other centres and other types of specialist support.
Practitioners valued CPD opportunities led by professionals from other fields, such as health or social work staff, as well as shared training events.
Methods of CPD delivery such as distance learning, staff exchanges and job shadowing were less commonly experienced. However, they were seen as accessible and valuable by those practitioners and managers who had experienced them. Distance and online learning opportunities were seen as particularly relevant to the needs of practitioners and managers living in remote or rural areas.
Gaps in CPD coverage were reported in areas such as staff needs analysis for managers, and working with parents for both managers and practitioners.
Although the majority of provision for children aged under 3 was in the private sector, practitioners and managers working there appeared less likely to participate in CPD and to have less access to information about CPD opportunities.
Full report
Please contact the Research team (research@LTScotland.org.uk) for copies of the full report.