‘Out of the loop’: early childhood educators gaining confidence with unfamiliar policy discourse

It has been seven years since the Early Years Learning Framework (EYLF) was introduced in Australia and four years since the National Quality Standard (NQS) was implemented. To gain insight into how educators are understanding practice in the Australian early childhood and care context, the study draws on a praxeological frame where educators have the opportunity to inquire and critically reflect on practice in a supported research environment. Data were analysed using critical discourse analysis, enabling a close examination of participant reflections and understandings about practice. Findings reveal that educators are confident when describing their teaching using familiar educational discourse, whereas educators were apprehensive when confronted with new and unfamiliar concepts. The third finding illustrates the ways educators gain confidence with unfamiliar policy discourse. The study’s findings add to limited empirical evidence about how early childhood educators understand key concepts introduced by the EYLF and NQS.

Theories into practice: understanding and rethinking our work with young children and the EYLF

This book introduces and explores each of the five major groups of theories described in the Early Years Learning Framework that inform practice in the early childhood field. In doing so, it addresses the need of the early childhood educators to better understand how their practice is underpinned by theories of learning and development.Educators draw from a range of perspectives, but it can sometimes be difficult to understand the link between theorists, theories and perspectives and their own practice. This book makes these links clear and easy to understand so educators can talk with more authority to colleagues, families and communities about their work, and reflect constructively on their practice.Each chapter deals with a different group of theories, briefly outlining the major thrust of each group and what it might look like in practice. Some of the major theorists are then focused on in turn. Discussion starter topics follow each theorist to promote discussion on the main topics and threads of the theorist’s thinking. This is followed by questions for reflection that relate more to thinking about the main concepts in relation to practice.

Partnerships in early childhood education and care : empowering parents or empowering practitioners

Research acknowledges that outcomes for young children are enhanced when effective partnerships are developed between educators and families. The Australian Early Years Learning Framework provides direction for the professional practice of early childhood educators by acknowledging the importance of educators working in partnership with families. In the Victorian state-based early years framework, family-centred practice has been included as the practice model. Family-centred practice has as its core a philosophy of professionals supporting the empowerment of parents as active decision makers for their child. The early childhood education and care sector in Australia, however, is made up of a workforce which is largely perceived as being undervalued as a profession. This raises questions as to the capacity of these educators to support the empowerment of parents when they themselves are coming from a position of disempowerment due to their professional status. This article reports on findings from a small-scale study of childhood educators working in a long day-care setting which aimed to identify perceptions of the partnerships that exist between themselves and parents. In the course of the investigation, it became evident that some of educators felt disempowered in the relationships that exist with some families.

The intentional teaching of science in early childhood settings

The introduction of the new “Early Years Learning Framework” (DEEWR, 2009) has shifted the focus in Early Childhood Centres (ECC) from incidental learning through play, to planning curriculum with play as the vehicle to achieve learning in science. Using student research, we identified instances of educator practice that fitted with the new framework, and videoed practitioners’ sessions to select vignettes to use as part of an Early Childhood Science Education Unit. This presentation will discuss the varied practitioners’ approaches we saw and students’ and teachers’ interpretations of forms of ‘intentional teaching, with particular reference to science. We formulated an ‘Intentional Teaching Spectrum’ for the purpose of locating along it early childhood educator practice that differed in the opportunities that practice provided for creative and innovative children’s activity. As this work is not yet complete, full analysis of the video material is yet to be completed, so descriptive aspects only will be discussed.

Beginning the search for core principles underpinning literacy development in the early years

Providing opportunities for all people to become literate is now a global imperative (World Bank 2008). There are many and varied reasons underlying this emphasis including global, national, community and personal perspectives (Friere & Macedo 2000) and countries world-wide are investing more money into their early childhood programs and the development of associated policies (Oberhuemer 2005). From a socio-cultural view, literacy development is emergent, ongoing (Cook-Gumperz 2006) and multifaceted (New London Group 1999). Literacy involves far more than reading and writing and encompasses listening, speaking and critical thinking (Department of Education, Science and Training 2005, Luke & Freebody 1997). Literacy is not merely a curricular area, but an important empowering life skill (Harrison 2012, Friere & Macedo 2000). It seems logical then, to search for and identify if there are core principles underpinning early years literacy development.In seeking to identify core principles for emergent literacy development, the study reported here adopted Wiersma & Jurs' (2005) 'Four Step' Historical Research methodological approach involving the identification of a research problem, collection and evaluation of source materials, synthesis of information from the source materials and finally, the analysis, interpretation and the formulation of conclusions. The historical research approach requires creative interpretation (Keastle 1988) and is valued for its effectiveness in sourcing ideas, enlightening current debates, empowering decision-making (Stricker 1992) and influencing policy formation (Wiersma & Jurs 2005).This study involved analysis of Early Years Language and Emergent Literacy Research from the past decade, sourced via education and social sciences databases, as well as information gathered from correspondence with Australian government departments, their websites and policies. The findings from a synthesis of these data sources led to the identification of nine core principles viewed as underpinning children's emergent literacy development. Interested in exploring the relevance and application of these principles to the field of early childhood in Australia, additionally, the researcher has embarked upon a mapping exercise that reveals how the recently introduced Early Years Learning Frameworks align with these principles. Furthermore, in recognition of the importance of the early years as a crucial time in a child's literacy development (Cook-Gumperz 2006, Raban & Nolan 2005, Hall, Larson & Marsh 2003), it is argued that these literacy principles will be valuable to the development of a range of educational tools to be used by Pre-service and practicing Early years educators.

Development of enhanced curriculum through student-based research

The introduction of the new “Early Years Learning Framework” (DEEWR, 2009 has shifted, the focus in Early Childhood Centres (ECC) from incidental learning through play, to planning curriculum with play as the vehicle to achieve learning. Our Teaching and Learning Grant Project was intended to identify instances of educator practice that fit with the new framework, and video practitioners’ sessions to select vignettes to use as part of an Early Childhood Science Education Unit. The method of identifying and collecting such illustrations is examined here for its feasibility as a research design to collect data to explore a range of educator practices that fit with the new framework. The data collection method was found useful for these purposes.

The early years framework - where is the science?

Australia is embarking on the implementation of Early Years Frameworks at both national and state levels and it is a significant that we investigate the place of science education for our children 0-5 years of age. Where does science education fit into these frameworks? A document analysis of both the national (Australia) and state frameworks (Victoria) will highlight the guidance given to early years practitioners in terms of science education. By comparison, many countries in the western world have trialled and implemented early childhood frameworks. Through an investigation of the frameworks in place in England, a comparative analysis of the introduction of science in early childhood settings is provided. The research in England was comprised of case studies of four centres and data collected through interview from stakeholders from government and educational fields. The research will show how, with a slight change in wording, we can be more inclusive of science as a natural part of early childhood education.

Young children learning about well-being and environmental education in the early years: a funds of knowledge approach

Early childhood educators currently provide content focused learning opportunities for children in the areas of well-being and environmental education. However, these are usually seen as discrete content areas and educators are challenged with responding to children’s interests in popular-culture inspired food products given these influence their consumption of energy-dense, nutrient-poor and highly packaged food in the early childhood setting. This paper reports preliminary findings from a pilot randomised trial examining the interconnectedness of sustainability, well-being and popular-culture in early childhood education. Planning, assessment documentation and summaries from twenty-four learning experiences implemented by six educators over a six-week period were analysed using a deductive approach. Twenty well-being and environmental education topics were identified and shown to be generated by the educators when considering the children’s ‘funds of knowledge’ on popular-culture inspired food products. We argue that topics derived from children’s engagement with popular-culture may help educators to create an integrated approach to curriculum provision. This may impact child weight and facilitate obesity prevention and environmental sustainability as children create stronger connections between these content areas and their everyday choices and practices.

We're offering true play-based learning: teacher perspectives on educational dis/continuity in the early years

Educational continuity is a well-documented challenge facing the early childhood field. This research project investigated preschool and primary teachers' perspectives of educational dis/continuity, as they have been under-represented in the literature to date. The inclusion of dual-qualified educators in the sample group provided the counter-perspective of those who have trained and taught in both settings. It was found that teacher perceptions of how preschool and primary school differentiate have historical roots, and are orientated in the belief that the two settings apply incongruent approaches to teaching and learning. It was argued that gaining knowledge and experience in both settings could open up teachers' perceptions and assist them to find opportunities for improving continuity.

Hops, steps and jumps : mathematical progress in the early years

While curriculum frameworks ale major influences on learning, teachers know that children progress at different rates. Sometimes this is evident within a particular topic. and at other times more obvious across different topics. In this paper. we present the hops, steps, and jumps of numeracy learning of some 3000 Australian children. All were assessed using I Can Do Maths, and their achievements mapped to provide a detailed picture of how children hop, step and jump on their numeracy journey. This mapping provides teachers with infonnation about key hurdles to numeracy learning for Australian children.

Injecting early years teaching with a strong dose of multiliteracies

Tech-savvy children elaborately dance through a myriad of informal and formal school and out-of-school literacy practices, sometimes leaving the adults who teach and care for them feeling like relics of yesterday. How can we harness what students bring to learning and reconcile that with what we have traditionally taught this age group? How do we leave our comfort zones and design meaningful experiences which transform learners (both young and not so young)?

Family-centred practice : empowerment, self-efficacy, and challenges for practitioners in early childhood education and care

Family-centred practice has been included in the Victoria, Australia Early Years Learning and Development Framework as a key practice principle for professionals working across all early years programs in that state. While this model of partnership for engaging and collaborating with families has long been used in the early intervention sector, the efficacy of adopting this model more widely across the wider early childhood education and care sector has not been explored. This article presents a discussion on family-centred practice as a model for engaging with families in the care and education of their children. Through an analysis of the underlying philosophy and an examination of the core principles and characteristics, the article explores family-centred practice as it sits within a broader theory of partnership. This analysis identifies that while there are essential principles and characteristics that position the model within a partnership framework, it is the notion of empowerment, an underpinning philosophy guiding the model, that adds another dimension to the way practitioners in early childhood education and care settings collaborate with families. In examining the broader early childhood context, the capacity of many early childhood practitioners to effectively implement empowering behaviours is challenged.