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1) Do we think loving the job and building relationships are more important than getting paid well?

Our group disagrees with the idea that enjoyment, passion, and relationships are more valuable than salary. While we acknowledge the importance of loving the job and building strong connections with the children, we believe that educators deserve fair financial compensation for the essential work they do. Early years educators play a critical role in shaping children's development, and their responsibilities should be reflected in their pay. Relying solely on passion can lead to burnout, especially when the financial rewards do not match the effort and dedication required. We believe that both emotional fulfillment and appropriate salary are crucial for maintaining professional motivation and ensuring that educators are valued for their hard work.

2) How do we feel about comments on salary and financial rewards

We agree with the comments on salary and feel strongly that early years educators are unfairly undervalued. It’s disappointing that those shaping young minds are paid so little, especially when compared to other less demanding jobs.This lack of financial recognition sends the message that caring for and educating children is not as valuable as it truly is, leaving dedicated professionals feeling underappreciated despite the huge responsibility they carry.

3) Do we share the same sense of job satisfaction and passion?

Our group has mixed feelings about sharing the same sense of job satisfaction and passion as early years educators. On one hand, we agree that many educators feel a deep sense of pride and joy in their work, especially when they see children grow and thrive. For example, some of us resonate with the idea that making a positive impact on a child's life brings immense fulfillment. However, on the other hand, we also recognize that various factors can affect job satisfaction, such as the pressures of the job, limited resources, and feelings of being undervalued. While we appreciate the rewards of working with young children, these challenges can sometimes overshadow our passion and enthusiasm. Ultimately, our experiences reflect a blend of admiration for the profession and frustration with the obstacles that can dampen our overall sense of satisfaction.

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Becky and Sarah

We both agree with the practitioners use of others expertise to increase their knowledge and assert their values. It is beneficial for practitioners to use each others skills as every practitioner will have different expertise. Also, if they share the same values, this helps with the relationships between staff within the room.

The practitioners were concerned about their knowledge and experience not being acknowledged by others, wanting others to realise the knowledge and skill required for their role. We agree with this, as many people do not value childcarers, thinking that the career is simply ‘playing’, when really there is much more to it.

We find that the new EYP (Early Years Practitioner) status is a positive move for childcare workers, as it aids professional development and helps with the development of values.

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We agree with Brocks perspective on the value and importance of qualifications, training and professional development. Brock shared that she found “There was strength of feeling amongst the EYEs as they stressed that ‘appropriate’ training was essential for everyone who worked with young children.” Through personal experience in placement and other encounters with children we have found that the approach and pratice of those with training are better informed and aware of the impact and utilize that influence accordingly. It almost feels like those wh haven’t undergone any training lack that awareness. Brock noted the change of the participants beliefs in practice after being trained and shared that “There was strength of feeling amongst the EYEs as they stressed that ‘appropriate’ training was essential for everyone who worked with young children.” During that time, 1980-1990, substantial funding was implemented within the early years sector towards training, and improving quality and standards delivered in the settings as opposed to the priority it is now given.

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Skills :)

We agree that planning curriculum and teaching is a skill that is challenging to acquire as a practitioner and should be developed continuously as the EYFS changes and updates. By understanding the curriculum and being able to implement it holistically, practitioners are able to enhance their professional learning and development.

We find it interesting and agree with the fact that teamwork is viewed as a skill by the practitioners who participated in the study. Everyone has a different set of skills, and to have a positive learning environment for the children, everyone needs to work together and bring their individual skills together.

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Brock’s ETHICS dimension of professionalism 

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‘Ethics is a complicated concept referring to codes of conduct, moral integrity, confidentiality, commitment, trustworthiness and responsibility’ (Friedson, 1994; Goodson, 2003; Sims et al., 1993).

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• Knowledge derived from their education, training and practical experience

• the participants expressed that it wasn't the policy had led to this understanding, But rather, it was a natural part of their comprehension of children's needs

• The connection between theorical and practical knowledge is emphasized, referencing the work of Clandinin, and connelly, Eraut, and Hargreaves.

• we agree with their ideas of knowledge that personal knowledge is just as important as proffesional knowledge. We can learn more through practical knowledge rather than just theoretical knowledge alone. We can be more effective proffesionals through practitioners knowledge