ABSTRACT
This chapter focuses on the role of graduate leaders of practice with children from birth to thirty months (B–30m) in England. From 2006 to 2013 this role was carried out by early years professionals (EYPs) and from September 2013 the name and status changed to that of early years teacher. This chapter reflects on the challenges for graduates in roles of pedagogical leadership with the youngest children in early childhood education and care settings. The chapter presents the theory, research and policy that affect the graduate leader (GL) role. Much of the literature refers to ‘birth to three’ and every attempt is made to sift out the relevance to the B–30m age range. The feminised pronoun is used throughout to refer to the young child, though the application is to both girls and boys.
