This study explores perceptions of recent graduates from UK institutions who have undertaken Early Childhood Studies (ECS) degrees, following on from a similar study nearly two decades ago. Although there are clear similarities, it is the differences which bring a new dimension and focus. Data were gathered from graduates at 11 UK institutions through an electronic questionnaire and a follow-up focus group interview. Analysis of the data demonstrated that the degrees were highly rated by the graduates but not always understood or known about by employers and careers advisors. Sufficient opportunity for spending supervised time in a relevant setting (practice) was regarded as an essential component of the degrees, but this was not always available. Considerable differences in employment opportunities for the graduates in the two studies were evident from the data, as the newer graduates found achieving employment in the sector was often a challenge, unlike the graduates in the earlier study. Despite not often gaining ‘graduate’ employment, almost all participants believed they had improved their employment prospects since completing their programmes.

Graduates’ motivations for their programme choice were similar in both studies. The relevance and influence of the programmes, including advocacy and political awareness, and the employment opportunities following their degree programmes, had changed.