Pub Date : 2021-10-29DOI: 10.1177/18369391211050165
G. Quiñones, M. Barnes, E. Berger
Early childhood education and care (ECEC) educators’ well-being and emotional demands during COVID require careful attention. This article explores the emotional demands experienced by ECEC educators in Australia during ongoing periods of lockdown. A survey was designed to gather quantitative and qualitative data and participants were asked to participate in in-depth interviews. Thirty participants were interviewed to explore personal experiences during the COVID-19 pandemic; of these, a selected sample of six participants is presented, drawing on Honneth’s (1995) as an analytical framework. The findings show ECEC educators’ struggle for recognition and how solidarity amongst educators emerged as a key response. Implications provide impetus for the active recognition of the early childhood profession. Solidarity as a new concept in ECEC includes the recognition of the early childhood profession at a societal level, recognising the significant professional work early childhood educators accomplish, and their struggle during the COVID-19 pandemic and beyond.
{"title":"Early childhood educators’ solidarity and struggles for recognition","authors":"G. Quiñones, M. Barnes, E. Berger","doi":"10.1177/18369391211050165","DOIUrl":"https://doi.org/10.1177/18369391211050165","url":null,"abstract":"Early childhood education and care (ECEC) educators’ well-being and emotional demands during COVID require careful attention. This article explores the emotional demands experienced by ECEC educators in Australia during ongoing periods of lockdown. A survey was designed to gather quantitative and qualitative data and participants were asked to participate in in-depth interviews. Thirty participants were interviewed to explore personal experiences during the COVID-19 pandemic; of these, a selected sample of six participants is presented, drawing on Honneth’s (1995) as an analytical framework. The findings show ECEC educators’ struggle for recognition and how solidarity amongst educators emerged as a key response. Implications provide impetus for the active recognition of the early childhood profession. Solidarity as a new concept in ECEC includes the recognition of the early childhood profession at a societal level, recognising the significant professional work early childhood educators accomplish, and their struggle during the COVID-19 pandemic and beyond.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48088145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-20DOI: 10.1177/18369391211052683
Naomi Ruming, L. McFarland
Educator reflective practice is fundamental to quality early childhood education with robust practice benefitting pedagogy and improving outcomes for children. Yet, examination of individual and collaborative reflective practice in experienced professional early childhood teams is scarce. This qualitative case study used an action research design to examine this gap in the literature. Previous research informed the implementation of a Model of Reflective Practice Framework as an intervention incorporating a professional development session and ongoing written support of individual and team educator reflection. An established team of six educators in a regional Australian preschool setting provided data through pre- and post-intervention surveys, individual journal entries, and online collaborations. Manual and computer-assisted thematic analysis was enhanced with evaluation using a continuum of reflection and by examining reflection outcomes. Results indicate improvement in individual and team reflective practice, with additional professional and personal benefits.
{"title":"‘When we sat together, it just worked’: Supporting individual and collaborative reflective practice in a team of early childhood educators","authors":"Naomi Ruming, L. McFarland","doi":"10.1177/18369391211052683","DOIUrl":"https://doi.org/10.1177/18369391211052683","url":null,"abstract":"Educator reflective practice is fundamental to quality early childhood education with robust practice benefitting pedagogy and improving outcomes for children. Yet, examination of individual and collaborative reflective practice in experienced professional early childhood teams is scarce. This qualitative case study used an action research design to examine this gap in the literature. Previous research informed the implementation of a Model of Reflective Practice Framework as an intervention incorporating a professional development session and ongoing written support of individual and team educator reflection. An established team of six educators in a regional Australian preschool setting provided data through pre- and post-intervention surveys, individual journal entries, and online collaborations. Manual and computer-assisted thematic analysis was enhanced with evaluation using a continuum of reflection and by examining reflection outcomes. Results indicate improvement in individual and team reflective practice, with additional professional and personal benefits.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44586314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-09DOI: 10.1177/18369391211050184
A. Morrissey, D. Moore
This conceptual model paper uses systems theory to explain how key elements in the Australian policy and regulatory context lead to three issues of concern in childcare centre physical environments: siting of centres on busy roads; lack of outdoor space; and, emergency evacuation in high-rise buildings. Drawing on evidence from prior studies and policy documents through desktop research, as well as childcare centre visits and communications with stakeholders and experts, we confirmed these issues as threats to children’s health, safety, development and well-being. Adapting Goekler’s ‘iceberg model’ of systems theory, we identified a dominance of commercial childcare property interests and complex and conflicting policy and regulatory structures, as explanatory elements leading to outcomes that conflict with children’s best interests.
{"title":"In whose best interests? Regulating childcare environments in Australia","authors":"A. Morrissey, D. Moore","doi":"10.1177/18369391211050184","DOIUrl":"https://doi.org/10.1177/18369391211050184","url":null,"abstract":"This conceptual model paper uses systems theory to explain how key elements in the Australian policy and regulatory context lead to three issues of concern in childcare centre physical environments: siting of centres on busy roads; lack of outdoor space; and, emergency evacuation in high-rise buildings. Drawing on evidence from prior studies and policy documents through desktop research, as well as childcare centre visits and communications with stakeholders and experts, we confirmed these issues as threats to children’s health, safety, development and well-being. Adapting Goekler’s ‘iceberg model’ of systems theory, we identified a dominance of commercial childcare property interests and complex and conflicting policy and regulatory structures, as explanatory elements leading to outcomes that conflict with children’s best interests.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42517803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-08DOI: 10.1177/18369391211050139
Leanne Gibbs
Effective leadership influences the process quality of early childhood education and care (ECEC) programs and therefore the academic, health and socio-emotional outcomes for children. Yet, the cultivation of leadership is impacted by the complex nature of ECEC environments and the persistent challenges therein. Complex workforce issues, inadequate preparation for positional leadership roles and few opportunities for professional development for emerging leaders challenge the growth of effective leadership and the development of sustainable leadership for the ECEC profession. This commentary gives an insight into the challenges of leadership within ECEC and leader supply and suggests leadership emergence and enactment is potentially cultivated by broadening theoretical and pragmatic propositions. Complexity leadership theory within complex adaptive systems is presented as a framework for leadership cultivation within ECEC and opportunities for leadership development are highlighted.
{"title":"Leading through complexity in early childhood education and care","authors":"Leanne Gibbs","doi":"10.1177/18369391211050139","DOIUrl":"https://doi.org/10.1177/18369391211050139","url":null,"abstract":"Effective leadership influences the process quality of early childhood education and care (ECEC) programs and therefore the academic, health and socio-emotional outcomes for children. Yet, the cultivation of leadership is impacted by the complex nature of ECEC environments and the persistent challenges therein. Complex workforce issues, inadequate preparation for positional leadership roles and few opportunities for professional development for emerging leaders challenge the growth of effective leadership and the development of sustainable leadership for the ECEC profession. This commentary gives an insight into the challenges of leadership within ECEC and leader supply and suggests leadership emergence and enactment is potentially cultivated by broadening theoretical and pragmatic propositions. Complexity leadership theory within complex adaptive systems is presented as a framework for leadership cultivation within ECEC and opportunities for leadership development are highlighted.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47015395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-22DOI: 10.1177/18369391211046681
Mandy Cooke
The participation of educators in research contributes to understanding and developing high-quality early childhood education. Consequently, increasing educator participation in research is beneficial. To increase educator research participation, it is important to understand educators’ experiences of research. This article draws on findings from a qualitative multisite case study that explored educators risk-taking in early childhood education. Data were collected by observing and interviewing 55 educators from three Australian early childhood education sites. Findings discussed in this article show that for educators in the study, participation in the research felt both beneficial and risky. Educators found research participation beneficial for learning and professional development, and some educators found participation risky because of uncertainty and fear associated with participation in the research. Based on these findings, two strategies are suggested to increase educator research participation: 1) Reviewing the conditions for educator research participation and 2) The normalisation of educator research participation. Findings provide useful insight for the early childhood education community in strengthening educator participation in research. Insights have implications for both researchers and those delivering teacher education programs.
{"title":"The risk of being researched: Re-envisioning educator research participation for high-quality early childhood education","authors":"Mandy Cooke","doi":"10.1177/18369391211046681","DOIUrl":"https://doi.org/10.1177/18369391211046681","url":null,"abstract":"The participation of educators in research contributes to understanding and developing high-quality early childhood education. Consequently, increasing educator participation in research is beneficial. To increase educator research participation, it is important to understand educators’ experiences of research. This article draws on findings from a qualitative multisite case study that explored educators risk-taking in early childhood education. Data were collected by observing and interviewing 55 educators from three Australian early childhood education sites. Findings discussed in this article show that for educators in the study, participation in the research felt both beneficial and risky. Educators found research participation beneficial for learning and professional development, and some educators found participation risky because of uncertainty and fear associated with participation in the research. Based on these findings, two strategies are suggested to increase educator research participation: 1) Reviewing the conditions for educator research participation and 2) The normalisation of educator research participation. Findings provide useful insight for the early childhood education community in strengthening educator participation in research. Insights have implications for both researchers and those delivering teacher education programs.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41566899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1177/18369391211041775
Tanya Burr, S. Degotardi
The Early Years Learning Framework promotes the need to recognise children’s participation rights and for educators to be responsive to and promote child agency. This study explored how infant and toddler educators understand agency, and what role they ascribe to themselves in infants’ and toddlers’ realisation of agency. Research was undertaken in early childhood settings in Brisbane, Australia. Interviews and reflection activities were conducted with 15 educators working with children under three years, and responses coded through thematic analysis. Participants provided some working definitions of agency and examples of supporting children’s agency in their everyday practices. However, responses largely revealed confusion and limited understandings of agency. Through engaging a critical feminist paradigm, a connection between the status provided to infant–toddler educators, and the impact upon their knowledge and practice is proposed, and recommendations put forward for increased opportunities relating to birth to three pedagogy.
{"title":"From Birth to Three: Exploring Educators’ Understandings of Agency","authors":"Tanya Burr, S. Degotardi","doi":"10.1177/18369391211041775","DOIUrl":"https://doi.org/10.1177/18369391211041775","url":null,"abstract":"The Early Years Learning Framework promotes the need to recognise children’s participation rights and for educators to be responsive to and promote child agency. This study explored how infant and toddler educators understand agency, and what role they ascribe to themselves in infants’ and toddlers’ realisation of agency. Research was undertaken in early childhood settings in Brisbane, Australia. Interviews and reflection activities were conducted with 15 educators working with children under three years, and responses coded through thematic analysis. Participants provided some working definitions of agency and examples of supporting children’s agency in their everyday practices. However, responses largely revealed confusion and limited understandings of agency. Through engaging a critical feminist paradigm, a connection between the status provided to infant–toddler educators, and the impact upon their knowledge and practice is proposed, and recommendations put forward for increased opportunities relating to birth to three pedagogy.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45337238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.1177/18369391211044610
M. de Rosnay
{"title":"Being clear on what we value in early childhood research: A response to Edwards (2021)","authors":"M. de Rosnay","doi":"10.1177/18369391211044610","DOIUrl":"https://doi.org/10.1177/18369391211044610","url":null,"abstract":"","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46916302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-26DOI: 10.1177/18369391211040940
H. Logan, L. McFarland, and Tamara Cumming, S. Wong
The goal of this qualitative study was to understand the impacts of the COVID-19 pandemic on early childhood educators’ well-being in Australia and to identify strategies for supporting educator well-being throughout this crisis. Data were gathered using a multi-site case study with five Senior Managers or CEOs of early childhood education and care organisations. Using elite interviews, participants were asked how the pandemic impacted educator well-being and what strategies their organisations implemented to support educator well-being. Guided by a phenomenological framework, thematic analysis was used to interpret the interviews. Participants reported that educator well-being was negatively impacted by exposure to physical risk, fear and anxiety, financial stress and feelings of betrayal. Participants reported supporting educator well-being through crisis-planning, increased and focused communication, support for physical safety, well-being resources and programmes, and advocacy for and recognition of educators’ contributions to society. Implications for critical incident planning in ECEC are discussed.
{"title":"Supporting educator well-being during the COVID-19 pandemic: A case study of leadership in early childhood education and care organisations","authors":"H. Logan, L. McFarland, and Tamara Cumming, S. Wong","doi":"10.1177/18369391211040940","DOIUrl":"https://doi.org/10.1177/18369391211040940","url":null,"abstract":"The goal of this qualitative study was to understand the impacts of the COVID-19 pandemic on early childhood educators’ well-being in Australia and to identify strategies for supporting educator well-being throughout this crisis. Data were gathered using a multi-site case study with five Senior Managers or CEOs of early childhood education and care organisations. Using elite interviews, participants were asked how the pandemic impacted educator well-being and what strategies their organisations implemented to support educator well-being. Guided by a phenomenological framework, thematic analysis was used to interpret the interviews. Participants reported that educator well-being was negatively impacted by exposure to physical risk, fear and anxiety, financial stress and feelings of betrayal. Participants reported supporting educator well-being through crisis-planning, increased and focused communication, support for physical safety, well-being resources and programmes, and advocacy for and recognition of educators’ contributions to society. Implications for critical incident planning in ECEC are discussed.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42787929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-20DOI: 10.1177/18369391211038978
Dorothy Gapany, Marilyn Murukun, Jessica Goveas, Jonica Dhurrkay, Verity Burarrwanga, J. Page
Embracing and embedding the rich cultural knowledge, languages, concepts and skills that Aboriginal families and children bring to playgroup is key to empowering families as their children’s first teachers and strengthening young children’s self-esteem, pride, confidence and identities. In this article, we share our story of how we have explored and upheld the strengths of Yolŋu identity, cultural knowledge and language in the Galiwin’ku Families as First Teachers (FaFT) playgroup early educational program. We highlight the ways we have supported mothers to embed gesture, sign language, Yolngu Matha language conventions, Yolŋu kinship, clan concepts and dance into their daily interactions with their children at FaFT. We reflect on what has empowered mothers to feel agentic in their children’s learning in these playgroups and to build strong Yolŋu identities in young children and argue that playgroup is a vital educational platform through which to deliver culturally meaningful early learning experiences for Aboriginal children prior to preschool.
{"title":"Empowering Aboriginal Families as Their Children’s First Teachers of Cultural Knowledge, Languages and Identity at Galiwin’ku FaFT Playgroup","authors":"Dorothy Gapany, Marilyn Murukun, Jessica Goveas, Jonica Dhurrkay, Verity Burarrwanga, J. Page","doi":"10.1177/18369391211038978","DOIUrl":"https://doi.org/10.1177/18369391211038978","url":null,"abstract":"Embracing and embedding the rich cultural knowledge, languages, concepts and skills that Aboriginal families and children bring to playgroup is key to empowering families as their children’s first teachers and strengthening young children’s self-esteem, pride, confidence and identities. In this article, we share our story of how we have explored and upheld the strengths of Yolŋu identity, cultural knowledge and language in the Galiwin’ku Families as First Teachers (FaFT) playgroup early educational program. We highlight the ways we have supported mothers to embed gesture, sign language, Yolngu Matha language conventions, Yolŋu kinship, clan concepts and dance into their daily interactions with their children at FaFT. We reflect on what has empowered mothers to feel agentic in their children’s learning in these playgroups and to build strong Yolŋu identities in young children and argue that playgroup is a vital educational platform through which to deliver culturally meaningful early learning experiences for Aboriginal children prior to preschool.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42939197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-19DOI: 10.1177/18369391211038361
Liwei Liu, Lyndal O’Gorman, J. Dillon-Wallace, A. Petriwskyj
Parents’ perceptions and expectations of transition to school influence their engagement in the transition process. In this study, eight Chinese and eight Australian parents were interviewed to explore their perceptions of transition to school. The results showed similarities in Chinese and Australian parents’ views of transition to school as a two-phase process involving preparation and school familiarisation. Cohort and intra-cohort differences were evident in the type of preparation, attention to diverse needs and the difficulty of the transition process. Moreover, Australian, but not Chinese, parents regarded transition to school as a change for themselves. The findings challenge stereotypes, indicating the need for more reciprocal communication to address parent expectations about transition to school in diverse communities.
{"title":"Beyond stereotypes: Comparing Chinese and Australian parents’ perceptions of transition to school","authors":"Liwei Liu, Lyndal O’Gorman, J. Dillon-Wallace, A. Petriwskyj","doi":"10.1177/18369391211038361","DOIUrl":"https://doi.org/10.1177/18369391211038361","url":null,"abstract":"Parents’ perceptions and expectations of transition to school influence their engagement in the transition process. In this study, eight Chinese and eight Australian parents were interviewed to explore their perceptions of transition to school. The results showed similarities in Chinese and Australian parents’ views of transition to school as a two-phase process involving preparation and school familiarisation. Cohort and intra-cohort differences were evident in the type of preparation, attention to diverse needs and the difficulty of the transition process. Moreover, Australian, but not Chinese, parents regarded transition to school as a change for themselves. The findings challenge stereotypes, indicating the need for more reciprocal communication to address parent expectations about transition to school in diverse communities.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49328502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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