Have you thought about becoming a real teacher? The COVID-19 pandemic and the public perception of the value of the early years worker. A discourse analysis of the early years 'professional'.

This study examines the treatment of early years professionals during the COVID-19 pandemic through a discourse analysis of media texts and policy documents. It explores how government decisions and public narratives positioned early years workers as both essential and expendable, reinforcing long-standing inequalities in the sector. Despite their critical role in supporting the economy and children's development, early years professionals remained underappreciated, financially disadvantaged, and excluded from the broader education discourse.Research QuestionsThis study seeks to answer the following key questions:How did government policy and media discourse construct the role and professional identity of early years workers during the third national lockdown in England (January 2021)?What narratives were used to justify the treatment of early years professionals, and how did these reflect broader societal attitudes towards the sector?How do these discourses contribute to the continued undervaluation of early years work, particularly in relation to gender, class, and professional status?MethodologyThis research employs a qualitative discourse analysis within an interpretivist paradigm, recognizing that meaning is socially constructed through language. The study examines publicly available media articles, government statements, and policy documents published between January 1st and January 31st, 2021.Data Collection: A purposive sampling strategy was used to select politically neutral sources with high credibility, based on Ad Fontes Media reliability scores.Data Analysis: MAXQDA 2020 software was used to code and categorize key themes. The analysis drew from post-structuralist and feminist theories to examine how language and power structures shape perceptions of early years professionals.Ethical Considerations: As this study is based on secondary data, ethical concerns were mitigated by ensuring transparency in source selection and maintaining reflexivity throughout the analysis.Key FindingsThe study identified three dominant themes in government and media discourse:Unjust Treatment by the Government – The sector was provided with inadequate financial and policy support, leaving workers feeling abandoned and devalued.Expendability of Early Years Workers – Early years settings were required to remain open despite high COVID-19 risks, reinforcing the perception that these professionals were less worthy of protection than school staff.The Early Years Worker as "Not a Real Teacher" – The government and media consistently framed early years work as "childcare" rather than education, contributing to low pay, poor conditions, and professional marginalization.Conclusion & ImplicationsThis research highlights how systemic inequalities, shaped by media and policy discourse, have left early years professionals in a vulnerable and underappreciated position. To address these challenges, policymakers must recognize early years work as skilled education, not just childcare, and implement structural reforms to improve pay, working conditions, and professional status.