Introduction
The role of the Key Person is a statutory requirement within UK Early Childhood Education and Care (ECEC) as stipulated within the Early Years Foundation Stage (EYFS) Framework (Department for Education, 2024). The rationale for the role is rooted in an understanding of the importance of relationships between people who are most influential in a child’s world (Bronfenbrenner, 1979), as well as the importance of building attachments with children (Ainsworth et al., 1978; Bowlby, 1969).
Guidance for practitioners in enacting the Key Person approach (Elfer et al., 2013) is further supported by non-statutory guidance (DfE, 2023; Early Years Coalition, 2021) which seeks to recognise and address the capacity for the Key Person approach. This includes addressing issues of parent/carer partnership and engagement, workforce development and outcomes for children through appreciation of the significance of relationships in promoting child development outcomes holistically.
Building Relationships in Support of Children
Bronfenbrenner's Ecological Systems Theory (Bronfenbrenner, 1979) emphasises the influence of multiple environments on a child's development. In the context of this framework, ECEC settings (and specifically the Key Person) have a key role within the Mesosystem, with the capacity to act as a bridge between the child's home and ECEC setting (Microsystem), enabling emotional security and facilitating smoother transitions.
The Key Person can do this by implementing strategies such as creating personalised transition books, potentially using the Social Stories Approach (Gray, 1992; Gray & Attwood, 2010) with photos and information from the new setting. Seeking to maintain, as far as is practicable, consistent routines and establishing small group activities to build familiarity are also valuable. Research by Elfer et al. (2013) highlights that this individualised support reduces anxiety and builds confidence in children entering new environments.
Building trust with parents and carers
The 'Triangle of Trust' model (Elfer et al., 2013; Page, 2018; Walton & Darkes-Sutcliffe, 2023) illustrates the interconnected relationships between the child, Key Person and parent/carer, which are crucial for a child's emotional security and outcomes. It should be recognised that a range of barriers can pose a hindrance to the development of trust in ECEC settings as institutions, as well as in specific relationships with Key Person practitioners.