Forming a professional identity: Graduates’ reflections and discussions on quality early childhood education and care

This paper investigates graduates’ perceptions of quality provision in Early Childhood Education and Care (ECEC). Drawing on qualitative data from former and final-year Early Childhood Studies (ECS) students across three English higher education institutions, the study explores how higher education and placement shape graduates’ approaches to and perceptions of quality when working with children from birth to five years of age. Freire's approach to education, which emphasises dialogue, critical thinking and social transformation, proves to be a useful theoretical tool for highlighting the critical role of higher education in developing the knowledge, skills and reflective competencies necessary for delivering high-quality care and education for young children. Findings reveal that graduates conceptualise quality not simply as a set of measurable outcomes but as a complex relationship between professional knowledge, professional practice and relational accountability. The study argues that there is a growing and urgent need for policy frameworks that acknowledge and support a graduate-led workforce, and contextually grounded understandings of quality within ECEC settings. This has the potential to inform improvements in student placement experiences, strengthen university–stakeholder partnerships and guide policymakers in (re)designing the ECEC qualifications framework.