The Early Childhood Graduate Practitioner Competencies (GPCs) were developed by the Early Childhood Studies Degrees Network (ECSDN) in 2018 with the aim of strengthening early childhood graduate professionalism and ensuring ‘the skilful application of knowledge to practice and practice to knowledge’ (ECSDN, 2019). Students have to evidence critical knowledge and application to practice in the following areas:
1. Advocating for young children’s rights and participation
2. Promote holistic child development
3. Work directly with young children, families, and colleagues to promote health, well-being, safety, and nurturing care
4. Observe, listen, and plan for young children to support their well-being, early learning, progression, and transitions
5. Safeguarding and child protection
6. Inclusive practice
7. Partnership with parents and caregivers
8. Collaborating with others
9. Professional development
(ECSDN, 2019)
The GPCs listed above show how the holistic nature of early childhood was considered and each of the competencies, along with their subcategories, are designed to be applicable not just to roles within the field of education, but also to the field of health and social care. This gives graduates who opt to take these GPCs that well rounded and in depth understanding of Early Childhood as a whole and provides them with the skills and knowledge they need to advocate for children and their families in a holistic manner.
As the GPCs have been in operation for six years now the ESCDN felt it necessary to start to audit those institutions who were delivering this and to offer support as needed. The main aim of this process is to ensure that a high-quality provision is being offered to students and that when they go into the workplace with the endorsement that the GPCs provide, they go with that badge of honour that shows that they are “competent” in aspects pertaining to young children. A successful audit results in institutions being awarded a quality mark.
Dr Helen Perkins, who has been appointed as the auditor for the GPCs, reports that throughout the audit process it has been 'a joy' to see how the various institutions have developed the GPCs to such a high standard.
She said, 'While each institution takes its own approach, the consistent elements that were significant are:
◦ A whole team approach
◦ The holistic embedding of the GPCs
◦ A broad range of placements, beyond school and daycare.
'Students were really positive about the competencies, and how they enhance their university experience.'
Selena Hall, lecturer in Early Childhood at the University of Wolverhampton,was similarly positive about the experience.
'The ECGPC audit was an overall positive experience and an opportunity to celebrate our commitment to embedding the competencies into the BA (Hons) Early Childhood Studies Degree at The University of Wolverhampton,' she said.
'We wanted to gain clarity that our processes were meeting the expectations set by the ECSDN. The seamless audit process allowed us to share examples of our best practice and progress. During the audit we were able to share evidence and elaborate on the connections we make to the competencies within our course, supported by elaborating and sharing exemplary work through professional discussions with the auditor. A valuable and important process to celebrate our students, professional partners and the staff team.'
This positive experience is offered to all higher education institutions who are offering the GPCs, very much as a supportive, critical friend approach so that those students who graduate with the GPCs can hold their heads high and show that they put in the extra effort to put the cherry on the top of their degrees and can categorically say that they can enact ‘the skilful application of knowledge to practice and practice to knowledge’.
What the audits are telling us so far is that there is a great deal of good practice going on. Students are opting to take the GPCs and by pulling together a portfolio of evidence they are really showcasing their skilful application of knowledge to practice and practice to knowledge’ (ECSDN, 2019). The GPCs really do put the cherry on the top!
Find out more: Early Childhood Graduate Practitioner Competencies. Competencies – The Early Childhoood Studies Degrees Network
