When people talk about career progression, it’s usually about moving up. Becoming a manager. Leading a team. Running an organisation.
But in early childhood education and care, that’s not the only — or even the best — way to grow.
In fact, for many practitioners, career development isn’t about leaving the classroom. It’s about deepening their craft: specialising, mentoring, innovating. Growing within the work, not out of it.
This is where horizontal career pathways come in.
What do we mean by horizontal progression?
While vertical progression moves a person “up” — from practitioner to room leader to deputy manager, for example — horizontal progression allows educators to expand their expertise and responsibilities without necessarily moving into management.
Think:
- Pedagogical lead
- Inclusion specialist
- Communication or curriculum champion
- Family engagement coordinator
- Mentor or practicum supervisor
Roles that focus on subject expertise, professional practice and supporting peers — rather than solely overseeing operations or staff.
Why it matters
1️⃣ Not all educators want to become managers
Some of the best educators are those who want to stay hands-on. They’re passionate about working directly with children and families, and prefer deepening their pedagogical skills over taking on admin-heavy leadership roles.
2️⃣ Specialisation improves quality
When settings have curriculum leads, inclusion specialists, or language development champions, the whole team benefits. Expertise spreads, practice lifts, and children receive richer, more responsive care and education.
3️⃣ Diverse roles support retention
Offering multiple types of progression means more people see a future for themselves in the sector. It acknowledges that leadership isn’t everyone’s goal — and that’s okay.
4️⃣ Recognises different forms of expertise
Leadership roles tend to focus on staffing and compliance. Horizontal pathways highlight and reward practice-based mastery — educators who continue growing their knowledge and impact, even if their job title doesn’t change.
5️⃣ International models show it works
Several countries actively support this approach through structured frameworks and funding.
What other countries are doing
🇨🇦 Canada: Diverse ECEC Career Paths
In many Canadian provinces, early childhood educators (ECEs) can move into specialist roles such as:
- Licensing or quality assurance officers
- Practicum mentors or field education coordinators
- Montessori or STEAM leads
- Inclusion or family engagement professionals
These roles don’t require leaving practice altogether — they allow educators to specialise while remaining within early years education.
It’s a flexible system with multiple pathways.
🇮🇹 Italy: Integrated System, Differentiated Roles
Italy’s integrated 0–6 system supports roles like:
- Pedagogical coaches
- Inclusion leads
This is underpinned by a shared national pedagogy across settings and reforms aiming to align qualifications, roles, and career development — creating clearer internal progression routes.
🇳🇿 New Zealand: Incentivised Specialist Roles
New Zealand ties funding to qualifications and staffing through initiatives like Pathways to the Future and Equity Funding. Providers receive financial support for employing more qualified staff, and retention is notably higher among senior and better-qualified educators (Motu 2020).
Rather than forcing all progression into managerial tracks, the system supports both vertical and horizontal career growth.
Why this matters for England
In England, early years career pathways are often seen as linear:
Practitioner → Room Lead → Deputy → Manager.
But that model doesn’t work for everyone — and it’s not enough to sustain a skilled, motivated workforce.
International examples show us:
- Horizontal progression can be structured, funded, and recognised.
- Specialist roles can improve quality and support retention.
- Career frameworks should value both leadership and pedagogical expertise equally.
If we want early childhood education in England to be taken seriously as a profession, we need a system that reflects all the ways educators can grow — up, across, and deep.
Sources and Further Reading
- Sutton Trust: Early Years Workforce Review (2020)
- OECD Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care (2021)
- New Zealand Pathways to the Future: Ngā Huarahi Arataki
- Motu Economic and Public Policy Research (2020): Early Childhood Education Workforce Report
- Italy’s 0–6 Integrated System Summary (European Commission)
Sara Bonetti Research 