It is empowering to know that we are now in a position where practitioners are engaging in exploration and dialogue about their findings, which in turn promotes the professionalisation of the workforce. Evidence-based research is fast becoming the preferred means of interpreting what is hypothesised and observed as part of daily provision in nurseries and across the field. The BECERA conference served to make my colleagues and me realise that evidence (or practice) based research is valid and necessary, because it is grounded in real-life situations that practitioners themselves engage in, as opposed to the traditional method of learning more about their own profession from external bodies or academics who claim to know more and thus be 'the voice of knowledge'. This has only served to perpetuate the divide between practitioners and academics - until now.
This is why events such as the BECERA Conference are so critical, in shifting mindsets and sources of knowledge across the early years field. As well as presenting our papers, we engaged in debates surrounding our chosen subjects - the potential use of neuroscience in the early years to help advance our understanding of child development, the status of men within the sector and how we can increase their numbers, how to make the most of outdoor areas on a budget.
Goodfellow and Hedges (2007: 187) convey the message perfectly: 'A critical way in which early childhood practitioners can be considered as professionals is for them to systematically engage in enquiry into their own practices.' I look forward to seeing my colleagues undertaking more research projects and engaging in much-needed discussion.
