What is it about?
This paper outlines the findings of a recent small-scale research study with EYTS participants in early years settings across England. The EYTs document and reflect on their provision, which has immediate impact in their settings. In addition, they effectively lead their colleagues in making crucial changes to support early reading in their settings.
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Why is it important?
This paper is important as graduate early years educators are often 'leading' and supporting colleagues without recognition or understanding that they have a great impact on outcomes for young children and their settings.
Perspectives
I hope this paper encourages all early years educators to appreciate and understand that they make a difference and have a positive impact on young children and their colleagues. I also hope that this paper gives early years educators and EYTS professionals the opportunity to rethink their provision for early reading for under-threes as a starting point for further impact in settings.
Karen Boardman
Edge Hill University
Read the Original
This page is a summary of: Early Years Teachers as leaders of change through reflexivity praxis?, Early Child Development and Care, May 2018, Taylor & Francis,
DOI: 10.1080/03004430.2018.1471473.
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