The aim of the project was to create Communities of Practice (CoP), facilitating reflection and dialogue between two Higher Educational Institutions (HEIs), in the North and Republic of Ireland and specifically in the undergraduate Early Years Childhood Studies programmes. Undergraduate student placement is a core aspect of early childhood degree programmes and placement experience should therefore reflect innovation in terms of pedagogy and inclusive early years practice. High quality placement settings enhance the student experience resulting in skilled students and competent graduates who go on to work with children within the early years sector. The project aimed to develop evidenced–based approaches to professional student placement experience, ensuring the stakeholders, who in the research were, HEI staff, students and early years placement providers, can best provide an enriched, engaged and positive placement experience. We have applied a praxiological paradigm (Pascal and Bertram, 2012) built on mutual respect and our methods included, pre and post placement student questionnaires which provided the basis for reflective dialogue at the cross-border and local level CoPs. The findings show there is a high-level of satisfaction in terms of placement being reported by students from across both institutions. There was clear acknowledgement from all stakeholders that a Community of Practice model regarding early childhood placement experience was valuable and worthwhile in enhancing and enriching the student placement experience. The research f indings underscore the importance of structured processes in enhancing the placement experience for early years students. The induction process, mentorship, and placement documentation play critical roles in ensuring that students transition smoothly into professional settings, fostering their development and professional identity. However, inconsistencies in the quality of these elements highlight areas for improvement. By adopting a more standardised approach and incorporating tailored support for both students and mentors, educational institutions can significantly enhance the quality of professional placements. Students, HEI staff, and placement provider feedback have established a number of key issues for further development which will now inform and enhance the quality of the student placement experience for all. The findings address the dearth of research on placement experiences, from across the two jurisdictions and provides a sound basis and rationale for further all stake holder communication regarding Early Childhood Studies undergraduate student placement experience.
