ABSTRACT
Historically, Early Childhood Education and Care (ECEC) settings have been staffed by a predominantly low-skilled female workforce, the majority qualified at level 3 or below). Ambivalence regarding the purpose of ECEC provision, as early education or simply childcare, underlies political reluctance to invest in measures to ameliorate the situation. Consequently, the position of those working in ECEC is equivocal; pay and conditions are unattractive and the role commands little public esteem. Although three decades have elapsed since the Rumbold Report recognised the connection between graduates and quality provision, the low status of ECEC practitioners remains. Subsequent growth in higher education qualifications signalled the start of professionalising the sector, but the possibility of graduate leadership remains largely unrealised. This chapter will identify the reasons behind such delayed acceptance. Tracing key steps in the emergence of a professional EC practitioner, it reviews measures taken and barriers that have impeded fulfilment of the initial promise. In addition, the effect of a growing outcome culture will be assessed to examine the extent to which this impacts on expectations of the role, limiting the autonomy of practitioners working with young children.
