The primary aim of the current thesis study was to identify that if by designing, developing and generating specific interventions for early years’ professionals in services would the quality of their practice improve. To achieve this aim, the study was divided into parts. A baseline test, the interventions and a retest of the baseline. The study was a randomised control study. The services were chosen from the different types of early years’ educational provision offered in Ireland. Full day care where children are in care for more than 5 hours, sessional usually provides the free pre-school place (ECCE programme) where the children are in care for a maximum of 3 hours. These services are provided for either in the private sector, where the service is owned by a private individual, partnership or company. The alternative provision is a community service where the services is managed by a voluntary board of local stakeholders. In this study services were selected from both the private and the community sectors. The first of these aims was twofold and sought to examine the current levels of the quality of provision in early years’ educational settings, (n=5) and to establish a profile of early years’ professionals. A baseline was required for the study, as it was important to be able to measure if there was any change in the quality of the provision from the starting point to the finish point. To obtain the baseline the Early Childhood Environment Rating Scale (ECERS) and the Infant Toddler Rating Scale (ITERS) were used for each of the services. The profile of the early years’ professionals was achieved through a demographic questionnaire generating a profile of professionals in each of the services. The study considered existing documentation in the form of services policies and procedures and their most recent HSE/Tusla Inspection Report. The findings indicate that the sector is predominantly female on low pay with little status. The minimum level of qualification was a QQI level 5 with 9% of the sample holding a QQI level 8. The second aim was to develop an intervention programme to support early years’ providers in their delivery of services. The scores from ECERS and ITERS were used to develop the intervention programme provided. The programme targeted the delivery of the curriculum; provision of activities; interactions of staff with children (n=2). The third aim was to determine the effectiveness of the intervention programme. This was conducted by reusing the ECERS and ITERS and comparing the baseline to the results of the post intervention. The findings indicate the services who received an intervention showed an overall improvement in the provision of activities and interactions with the children. Significant improvement in the environment and programme structure was found where the full team was engaged with the support of their manager. No differences were observed in the two services who did not receive the intervention. The findings indicate that targeted interventions can enhance the provision quality and practice with early years’ professionals.