Interweaving Conference - University of Edinburgh - 6/9/17

I am delivering a five minute presentation at the Interweaving Conference. This is my first actual presentation at a conference of my research, up until now I have only presented posters. I could have applied to do a ten minute presentation but I thought my life is not hard enough, so I set myself the challenge of trying to deliver my topic in 5 minutes. I have watched many 3 minute thesis competition presentations in preparation and think I have got my research down to a minimal amount of information whilst still informing the audience what it is about. It is a challenge, but one I am up for.

I am however, going to hand out a short synopsis of my research, just in case I really don't make any sense! So here it is for your information too....

Love, Passion and Professionalism: The Early Years Lead Professional.

Jane Malcolm 

I came into the field of Childhood Practice in 2000 as a Childminder. Following a spell in a local community playgroup I then became a Pre-school Nursery Manager. In 2007 I became a part-time Lecturer at Edinburgh’s Telford College (now Edinburgh College). I am currently working for National Day Nurseries Association as their Policy Manager (Scotland). My academic career in Childhood Practice started with the NC and HNC Early Education and Childcare at Jewel and Esk Valley College carrying on through to BA Childhood Studies and MSc Childhood Studies at The University of Edinburgh. I’m in the 3^rd year of a part time PhD study, questioning whether love should be recognised as part of the professional identity of the Early Years Lead Professional.

Abstract

Love is generally not recognised as a professional standard, however, research tells of its importance to holistic child development. Zeedyk (2016) argues that “young human brains are wired: for relationships, for love” and Bowlby (1953) describes love in infancy and childhood as being “as important for mental health as are vitamins and proteins for physical health.” My data collection methods include 2 individual interviews, a focus group, a parental questionnaire, participant reflective diaries and finally a questionnaire investigating understanding of words associated with love. I have 15 participants in my study from across the sector. Results so far have identified three themes: defining love, personal experience of love impacting on practice and professional identity. Murray (2013) talks of an internal view of professional self-being crucial because it is based on individual values and informs practice. She argues that this internal view is what allows the Early Years Lead Professional to practice their profession with integrity.  This raises a question for me as to whether having the freedom to care with passion and love is critical to inspiring professionalism (Moyles, 2010) and whether personal values and principles are an integral part of their development of professional identities. My research boldly argues that love should be recognised as part of their professional identity.

My research questions investigate the key themes outlined above:

1.   How can we best conceptualise/define love in terms of the early years lead professional’s practice?

      2.   What impact does the personal experiences of love bring to the Lead Professional’s practice?
      3.   How do Lead Professional’s see love in relation to their own professional practice?
      4.   What meanings do these perspectives have for policy?

Methods of Analysis

As three themes have naturally developed from my research methods, I am employing thematic analysis to the data collected. I am also interested in examining the language used around love in the early years and how this impacts upon our understanding of it, for this I will use narrative analysis.

Key literature:

Bowlby, John (1953). Child Care and the Growth of Love. Pelican Books: Aylesbury.
Moyles, Janet (2010). Passion, Paradox and Professionalism in Early Years Education. Early Years: An International Research Journal. www.tandfonline.com/loi/ceye20. (accessed 8/5/14).
Murray, Janet (2013). Becoming an early years professional: developing a new professional identity. European Early Childhood Education Research Journal. 21:4, 527 – 540.
Page, Dr Jools (2011). Professional Love in Early Years Settings: A report of the summary of findings. The University of Sheffield.
Page, Dr Jools (2016). Role of ‘Professional Love’ in early years settings studied by University of Sheffield researchers. www.sheffield.ac.uk/news/nr/professional-love-early-years-1.543307 accessed 17/3/17
Zeedyk, Susanne (2016). How Childcare Policies are undermining our children’s capacity to love. Blog entry. www.suzannezeedyk.com accessed 10.3.17.

Jane Malcolm, University of Edinburgh, Moray House School of Education

S0458777@sms.ed.ac.uk, Mobile: 07495660561

Twitter: @JaneMalcolm7

Blog: http://janeymphd.blogspot.co.uk/ Love, Passion and Professionalism: The Early Years Lead Professional.