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<p>High-quality practice with children aged 0–2 is foundational to early development, yet the qualifications that prepare early childhood educators in England pay limited attention to baby room practice. This article examines whether current qualification pathways support educators to work confidently and effectively with babies, drawing on 16 focus groups with 207 baby room educators and nursery managers. While qualifications are a key lever for improving structural and process quality, participants reported that existing training focuses primarily on older children and offers minimal grounding in babies’ development or opportunities for meaningful baby room experience. Thematic analysis identified three areas in which qualifications require substantial strengthening: a clearer focus on babies’ developmental processes, structured opportunities for high-quality practical experience in baby rooms, and greater attention to cultivating the passion, confidence, and professional identity that underpin responsive practice with the youngest children. We argue that reviewing both entry-level and higher qualifications is essential for improving 0–2 year old provision and reducing overreliance on remedial continuous professional development (CPD).</p>

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Improving Baby Room Practice: Rethinking Early Childhood Qualifications for Educators Working with 0–2-Year-Olds in England

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月1日

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  • Mona Sakr,
  • Sara Bonetti,
  • Kayla Halls

摘要

High-quality practice with children aged 0–2 is foundational to early development, yet the qualifications that prepare early childhood educators in England pay limited attention to baby room practice. This article examines whether current qualification pathways support educators to work confidently and effectively with babies, drawing on 16 focus groups with 207 baby room educators and nursery managers. While qualifications are a key lever for improving structural and process quality, participants reported that existing training focuses primarily on older children and offers minimal grounding in babies’ development or opportunities for meaningful baby room experience. Thematic analysis identified three areas in which qualifications require substantial strengthening: a clearer focus on babies’ developmental processes, structured opportunities for high-quality practical experience in baby rooms, and greater attention to cultivating the passion, confidence, and professional identity that underpin responsive practice with the youngest children. We argue that reviewing both entry-level and higher qualifications is essential for improving 0–2 year old provision and reducing overreliance on remedial continuous professional development (CPD).