Early Childhood Studies Graduates in the Workplace: Experiences and Perceptions

Lewis, Zoe and Patel, Vina and Clark, Tim and Vincent, Karen and Munyard, Joanne (2025) Early Childhood Studies Graduates in the Workplace: Experiences and Perceptions. Project Report. Birmingham City University.

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Abstract

This report of an Early Childhood Studies Degrees Network (ECSDN) funded collaborative research project explores the experiences and perceptions of Early Childhood Studies (ECS) graduates in the workplace. Previous research has shown the benefits of a graduate workforce in the delivery of high-quality education and care for young children, their families and communities. This project aimed to build upon the previous two ECSDN funded projects and was completed in two phases. The first involved a national survey of ECS graduates which aimed to understand their experiences as they entered the workforce and developed their own career pathways. The second phase centred around an online ‘world café’ event for employers which aimed to understand the value of the degree and its graduates from the perspective of the sector. Shared thematic analysis brought the findings from these two phases together to draw conclusions about the overall experiences and perceptions of ECSgraduates in the workplace. The key findings and recommendations are:• 1. Promoting the value of the degree experience to the individual learner There needs to be greater appreciation of the wide diversity of career pathways that ECS Degrees contribute towards and the transferable skills developed through the ECS degree experience.• 2. Advocating for ECS degrees and their value to societyEmployers value ECS graduates for their knowledge and understanding, but there needs to be a shared appreciation of this value from parents, policymakers and wider society.• 3. Bridging the gap between theory and practiceThe practitioner role is increasingly challenging and complex. Graduates will continue to require support once they enter workplace. There is scope for new networking opportunities for graduates within ECSDN and for further alignment between degree and workplace professional learning opportunities.• 4. An eco-system of early childhoodA joined-up, bi-directional partnership approach to working with the sector, that supports ECS students and employers, as well as universities, is needed at a time of crisis for the sector. • 4. National qualifications frameworks and pay scalesPolicymakers should consider a national qualification framework with commensurate funding and pay scales.This report of an Early Childhood Studies Degrees Network (ECSDN) funded collaborative research project explores the experiences and perceptions of Early Childhood Studies (ECS) graduates in the workplace. Previous research has shown the benefits of a graduate workforce in the delivery of high-quality education and care for young children, their families and communities. This project aimed to build upon the previous two ECSDN funded projects and was completed in two phases. The first involved a national survey of ECS graduates which aimed to understand their experiences as they entered the workforce and developed their own career pathways. The second phase centred around an online ‘world café’ event for employers which aimed to understand the value of the degree and its graduates from the perspective of the sector. Shared thematic analysis brought the findings from these two phases together to draw conclusions about the overall experiences and perceptions of ECSgraduates in the workplace. The key findings and recommendations are:• 1. Promoting the value of the degree experience to the individual learner There needs to be greater appreciation of the wide diversity of career pathways that ECS Degrees contribute towards and the transferable skills developed through the ECS degree experience.• 2. Advocating for ECS degrees and their value to societyEmployers value ECS graduates for their knowledge and understanding, but there needs to be a shared appreciation of this value from parents, policymakers and wider society.• 3. Bridging the gap between theory and practiceThe practitioner role is increasingly challenging and complex. Graduates will continue to require support once they enter workplace. There is scope for new networking opportunities for graduates within ECSDN and for further alignment between degree and workplace professional learning opportunities.• 4. An eco-system of early childhoodA joined-up, bi-directional partnership approach to working with the sector, that supports ECS students and employers, as well as universities, is needed at a time of crisis for the sector. • 4. National qualifications frameworks and pay scalesPolicymakers should consider a national qualification framework with commensurate funding and pay scales.

Item Type:	Monograph (Project Report)
Dates:	Date Event 2 June 2025 Published
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions:	Faculty of Health, Education and Life Sciences > College of Education and Social Work
Depositing User:	Gemma Tonks
Date Deposited:	07 Jul 2025 15:27
Last Modified:	07 Jul 2025 15:27
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16484