Early Years leadership: Creating the enabling conditions for effective professional development

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Rebecca Curtis, (Associate Dean, Learning Design) and Helena Moore, (Dean, Learning Design) Ambition Institute The important role that professional development and training can play in raising quality in Early Years provision is well reported (Callanan, 2017; Kalitowski, 2016; Mathers and Smees, 2014, OECD, 2012), just as it is for teaching quality (Fletcher-Wood and Zuccollo, 2020; Yoon et al., 2007). Seminal research into effective Early Years education – the Effective Provision of Pre-school Education Project (EPPE, Sylva et al., 2004) and Researching Effective Pedagogy in the Early Years (REPEY, Siraj-Blatchford et al., 2002), which both took place around 20 years ago – made recommendations for the importance of high-quality professional development so that Early Years practitioners developed their knowledge of child development and effective pedagogy in order to improve their understanding and practice. Effective Leadership in the Early Years Sector (Siraj-Blatchford and Man

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Early Years leadership: Creating the enabling conditions for effective professional development

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