I achieved EYP status two-and-a-half years ago and since then the nature of my work has changed completely. I am now much more focused on training and coaching other practitioners.
Most people fall into one of two camps: those who have an interest in broadening and deepening their knowledge, and those who find their EYP roles call for new skills.
New skills
- Leadership and management. Such courses are particularly relevant for EYPs who have assumed management responsibilities in their setting.
- Train the trainer and presentation skills. Many EYPs have never been taught to train adults. In-house training can be a valuable and cost-effective tool for raising the standard of practice within a setting.
- Recruitment and selection. Some EYPs will already be familiar with this, but others may find it a daunting part of the job.
- Innovation, change and creativity. This is a core set of skills for the EYP who is a leading change agent in their setting.
- Mentoring and coaching skills. The best settings will always be encouraging practitioners with their own CPD.
- Assessing, mentoring and moderating. Some universities approach their EYPs to come back and assess on the EYP course. The assessor has first-hand experience of the amount of time and work that goes into achieving the status.
Broadening knowledge
Some EYPs may want to become an expert on specific subjects such as schemas or see a future career as trainers, lecturers or researchers. More advanced qualifications may be appropriate for them.
- Masters degree. Some find that they have developed specific interests and would like to pursue these in more depth.
- Research. Universities and institutes such as the Max Planck may have research opportunities for EYPs to investigate an area of interest.
Further information
www.kathybrodie.com
www.bestpractice.co.uk
www.childcaretraining.co.uk
www.commonthreads.org.uk
www.crechendotraining.co.uk
Max Planck Institute, www.mpg.de
www.cetad.lancs.ac.uk
