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N. (2018). The role of early years care providers in supporting continued breastfeeding and breast milk feeding. Early Years, [1430123]. The role of early years care providers in supporting continued breastfeeding and breast milk feedingThis paper discusses challenges faced by mothers who seek to continue breastfeeding and/or breast milk feeding (B/BMF) whilst using daytime childcare, and early years practitioners' attitudes toward their role in the support of these feeding practices. The dataset being reported comes from a small-scale feasibility study that was conducted in the summer of 2015 at a childcare provider site in a highly deprived urban area of Scotland. Focus groups with B/BMF mothers, as well as with early years practitioners were conducted. We report data pertaining to where responsibility lies for facilitating continued B/BMF, and on the perception of practitioners' attitudes, knowledge about, skills and providers' facilities for B/BMF. We recommend that care providers actively engage prospective parents in a discussion about how they can support continued B/BMF. This original data is contextualised and critically discussed within the wider literature with special attention being paid to the concepts of unintended consequences.Word count (excluding references): 5920

The study examined the contribution of the BA Childhood Practice workbased degree to professional and personal development, including leadership skills, analysed in relation to relevant models of professional development. It drew upon evidence from three university providers from research assignments, subsequent questionnaires and interviews with students. A phenomenographical approach was used to identify the perceptions of learning and affective experiences. In discussing the nature of professional development, the paper draws on theoretical frameworks and the Standard for Childhood Practice. Findings revealed that characteristics identified in these models were evident in the degree, the most influential being knowledge and understanding, critical awareness and changes to values and beliefs. These aspects promoted leadership and quality and underpinned increased self-confidence. The main issue that emerged was the significance of a work-based model which promotes the development of higher level skills; this is relevant across professions.

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