With Early Years Professional Status (EYPS) in the news again for good reasons (supported by the Tickell Review) and not so good reasons (Providers lose their licence), the debate has once again opened on the value of the Status and its role in Early Childhood Education.
Early Years Professional Status was conceived after the Effective Provision of Preschool Education (EPPE) research found that a ‘graduate led workforce’ gave demonstrably better outcomes for children in preschool settings. However, since then the authors of the EPPE research have produced a book (Early Childhood Matters, evidence from the Effective Pre-school and Primary Education project, 2010 Sylva et al.) which clearly states that they had intended the Early Years to be led by qualified teachers (pages 19/20). They declare the current situation a ‘muddle in provision’ being followed by a ‘muddle in training’.