As a daughter of two primary school teachers, I was resolute from a young age that I would never work in education.
After a long internal battle, I moved to Brighton to study English at the University of Sussex. I was determined to make the most of the time I had as a student. By the October of my first year, I was doing outreach for the university’s widening participation team and as a playworker in primary schools across Brighton. I enjoyed the educational environment as much as being a student but always found myself drawn to supporting the youngest children. By my second year, I’d also picked up another part-time role working as bank staff at a local nursery. I fell in love with the playful curriculum and opportunities it offered.
Initial teacher training
I enjoyed my English degree, shaping every module I studied to children – my final dissertation explored the social learning of books that used the perspective of toys to tell their stories – but I was desperate to learn more. The University of Sussex offers a fabulous early years education MA course with early years teacher status, fully funded by the government. The nursery I’d worked for previously employed me full-time to work and study. Everything fitted into place. I loved my time watching babies in my care learn and grow. It was a privilege to build meaningful relationships with the families and is something I miss about working directly with children. Directly applying my course teaching to my practice gave me opportunities to see theory in action and appreciate the complex nature of working with babies. It’s something I am passionate about due to my experiences in this role.
Back to university…again
Due to family changes, my time in the baby room came to an end not long after I’d qualified as an early years teacher. I embarked on a position in the university’s Widening Participation team who work to support children from under-represented backgrounds in making informed decisions about their future. Still invested in the playful pedagogy I’d experienced in the early years, I developed a programme that engaged children in playful learning to think about why their education matters, using playdough and loose parts play to support metacognition and social-emotional learning. I loved the rewarding work, especially thinking about widening access to quality opportunities, but I was missing early years.
Combining practice and academic skills
Much of my work with the university was office based, meaning I developed a knowledge for Excel and project management. When I saw the advert for an “early years content writer”, my heart jumped. A fully remote position made it possible for me to consider a role with the Huddersfield-based charity, working on an exciting new membership body supporting early education and care professionals by writing accessible, research-rich resources all about early years. The Institute of Early Years Education launched in August with over 70 member resources and a healthy lifestyles offer to support professionals across the sector.
I’ve now been in the role for five months and have loved it. From content writing through to strategy creation for our new webinar plans, my role is diverse and ever-changing but its root is my passion: creating an inclusive and empowering culture for all things early education.
Top three career tips
1. Expect the unexpected – I never saw myself being where I am now! Expect things to change and follow what feels right, even if it wasn’t planned that way.
2. Take the opportunity – All opportunities are a chance to learn. Whether it’s a training course or an unexpected job application, take the chance when it arises.
3. Have faith – Self-confidence has always been my downfall. Have faith in your abilities and show the world what you’ve got to give.
