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Early Years Professional Status - At the institution - Greenwich - Greater London
It is the government’s aim to have early years professional (EYP) in all children’s centres offering early years provision by 2010 and in every full daycare setting by 2015. The Children’s Workforce Development Council (CWDC) believe that over time only those with EYPS should lead the delivery of the new Early Years Foundation Stage (EYFS) The early years professional will model the skills and behaviours that safeguard and promote good outcomes for children. They will have the leadership skills and personal qualities to: * change practice * support and mentor others * raise expectations; and * encourage and support learning and professional development
Entry Requirements Early Years Foundation Degree (Level 5) or an Undergraduate degree (Level 6); GCSE English and Maths (A-C grade) or a recognised equivalent; Clear communication skills
Early Years Professional Status
EYPS is a graduate level status. Graduates with a wide range of experience and qualifications working in a range of settings and roles, as well as new recruits, are potential candidates for EYPS.
The graduates skills and expertise in early years determines the EYPS pathway that they will enrol in. The four pathways to gain EYP status comprise of 1. Validation pathway (assessment only), 2. Short Extended Professional Development (Short EPD) pathway, 3. Long Extended Professional Development (Long EPD) pathway and 4. Full Training pathway. In both pathways 3 and 4, students/candidates are able to gain a Bachelor Honours degree.
Within the Every Child Matters context, it is recognised that every child deserves the best early years care and education possible. Early years professionals gaining EYP status will act as ‘change agents’ improving practice in the early years. EYPS is critical to raising the quality of early years provision.
Depending on the EYPS pathway enrolled in, students study a selection of the following courses as part of a Bachelor of Arts (Honours)
* Leading and Managing in Early Years
* Child Development and Learning: Birth to 5 years
* Mentor Development: The Practice-based Teacher
* Recognising Children at Risk
* Curriculum and Assessment in the Early Years: Workplace Project
Early years professionals lead practice and the EYFS curriculum in a variety of early years settings.