Exploring best practice in the early years

: An Appreciative Inquiry into the role of Educational Psychologists.

Abstract

The early years is argued to be the most crucial stage in a human’s development, where the most change occurs and the opportunity to make a positive impact to future outcomes is at its greatest (Commons, 2019; Vizard et al., 2018). Professionals, including Educational Psychologists (EP’s), have a responsibility to identify need and intervene at the earliest opportunity (Department for Education [DfE] and Department of Health [DoH], 2015), and yet their role within the early years is largely unknown, due to a significant lack of existing literature.
This study seeks to fill this gap, using an Appreciative Inquiry (AI) approach to contribute to our understanding of best practice within the early years. Hearing the perspectives of early years Educational Psychologists, who are the most experienced, knowledgeable and passionate participants to talk about their role, the study explored both the existing strengths and potential future directions of the role of Educational Psychologists in the early years.
Reflexive Thematic Analysis (RTA) indicated a range and variety of existing strengths within the Educational Psychology role, including sharing psychology to upskill others, in particular parents, advocating for the early years in order to bring them to the forefront of ideas and discussions, and making the greatest difference to children and families at the earliest opportunity, right at the beginning of their journeys into education and special educational need services. The potential future directions of the role seem to be limitless, with the key priorities including pushing early years up the agenda to become better funded, supported and valued, working creatively to increase Educational Psychology support to early years settings, and reducing statutory demands in order to work more preventatively within the early years.
The study shares thoughts around best practice and ideas for future directions. It offers participants and other Educational Psychologists a starting point from which to build discussions within their services, into how service delivery in the early years can be developed, to improve outcomes for all children.

Date of Award	10 Dec 2024
Original language	English
Awarding Institution	University of Bristol
Supervisor	Rob Green (Supervisor)