@techreport{discovery10053553,
            year = {2017},
           title = {A systematic review of the evidence-base for Professional Learning in Early Years Education (The PLEYE Review)},
         address = {London, UK},
       publisher = {UCL Institute of Education},
             url = {https://discovery.ucl.ac.uk/id/eprint/10053553/},
          author = {Rogers, SJ and Brown, C and Poblete, X},
        abstract = {This systematic review brings together international evidence on professional
development and learning (PDL) approaches in Early Years Education (EYE) that
demonstrate positive impact on children's outcomes. The review is pertinent and
topical and has a strong and direct connection with the current policy drive to a)
improve the skills and knowledge of the early years workforce in order to improve
outcomes for children, particularly those most at risk of disadvantage and b) develop
system-led self-improvement through evidence-based approaches to PDL. Our
intention in conducting this review is to stimulate and contribute to sector-led and
sector-wide debate about how best to improve the knowledge and skills of the EYE
workforce, particularly in the UK. The review will help the user community i.e. policymakers,
setting leaders and EYE professionals, to make informed decisions about the
types of PDL approaches that are most effective, and to feel confident that those
approaches are underpinned by robust and rigorous research evidence. We propose
that the EYE sector seeks to develop a framework for professional learning and
development opportunities that take into account quality, impact on children's
outcomes, access and affordability.},
        keywords = {PLEYE}
}