The thesis focuses on the experiences of sixteen to nineteen year-old, full-time, Level 3 early years student-practitioners and considers how their understanding of the role of the practitioner changes from the start of their course to when they commence employment. The aim is to develop a coherent understanding of their developing knowledge, skills, attitudes and dispositions in preparation for employment. The study uses a mixed-methods approach to identify how their pre-service qualification contributes to the development of their practice. Quantitative and qualitative data were collected using an on-line survey, a focus group and semi-structured interviews. From the one-hundred and fifty-eight responses to the survey, seven student-practitioners participated in a focus group and three participants, who had taken up employment, were interviewed.
Building on existing research, which has provided strong evidence to show the impact of highly qualified staff on children’s outcomes, this study concluded that young, developing practitioners are motivated, knowledgeable and passionate about their contribution to children’s learning and development. Of central importance to them were: the development of caring relationships and communication. Knowledge of child development theory was considered an essential knowledge base for ECEC practice; however, the newly qualified practitioners were unprepared for the level of responsibility of being in sole charge of children’s care, learning and development.
The study has contributed a new understanding of the process of transformation of the student practitioners in three dimensions: Principles, Professional, and Practice. However, the transformations are not consistent and do not represent each student-practitioner in the same way; The constant across all student-practitioners is the Level 3 qualification, which, the thesis argues, is a proxy for what the student-practitioners know, can do, and understand, as well as a catalyst for their continued individual development.
