ABSTRACT
This chapter explores how several key factors of the historical evolution of British Early Years services have led to the development of a new, specific, degree-level professional award, that of Early Years Professional Status (EYPS). The chapter considers the nature of this award and the role and responsibility of the new Early Years professional. The chapter compares EYPS with its closest professional relative, Qualified Teacher Status (QTS), and raises several issues about the impact of EYPS on the successful leadership and integration of children’s services, particularly within children’s centres. It concludes with some suggestions of a way forward.
