From Ideology to Productivity: Reforming Early Childhood Education and Care in Australia

Abstract

Early childhood education and care services in Australia are undergoing major reforms, following widespread community concern about the quality of provision in general and the viability of corporate childcare in particular. A National Quality Framework has been developed by the current Australian Government to improve the quality, access and equity of early childhood services. As with any major social, political and economic change, however, the implementation of the reform agenda is subject to complex and often competing forces. In the paper, we describe the early childhood landscape in Australia today, and the possibilities and potential barriers to carrying out the much needed reforms proposed by the Australian Government. Early childhood professionals and the wider community are embracing the opportunity to work together to achieve a transformation in the way we educate and care for young children.

Rethinking early childhood workforce sustainability in the context of Australia's early childhood education and care reforms

“…This is often the case in the Australian context, where educators in preschools are sometimes viewed as more professional than those with the same qualifications working in long day care services. This is partly due to persistent misconceptions that preschools are always more focused on education than long day care services whose focus is upon 'care' (Cheeseman and Torr 2009). Differences in working conditions between service types can exacerbate status differentials too, with educators working in preschools generally having access to 'higher salaries, shorter hours and more holidays' (Productivity Commission 2014, 489) than their identically qualified colleagues working in long day care services.…”

The Council of Australian Government Reforms [2007–2013]: a critical juncture in Australian early childhood education and care (ECEC) policy?

“…The rationale for this change was that improving quality in ECEC across all Australian jurisdictions would lead to positive and more equitable outcomes for children. Accordingly, the change of government and promises contained within the reforms also signified a new era by establishing intergovernmental agreement for nationally consistent policy measures aimed at unifying existing multi-layered administrative and regulatory arrangements (Cheeseman and Torr 2009). These government measures focused on balancing principles of the free market with increased levels of social responsibility.…”

“…The reforms were well received as a step forward for the early childhood sector (Cheeseman and Torr 2009;Tayler 2011). Yet policy developments that bring about ideational and radical change also rely on political commitment to sustain their lasting impact.…”

“…As previously mentioned, the reforms focus on quality as a centrepiece of change to systems and structures for the early childhood sector (Cheeseman and Torr 2009;Logan et al 2012). In the context of the reforms, the term quality is generally assumed to mean structures and practices that improve outcomes for children.…”

“…The reforms, summarised in Appendix 1, were formalised in the National Early Childhood Development Strategy (the Strategy) (Council of Australian Governments 2009). The key to the reforms was a focus on quality as a centrepiece of change to systems and structures for the early childhood sector (Cheeseman and Torr 2009;Logan et al 2012). In the following section, we elaborate on our understandings of how transformative policy change occurs and can be conceptualised as a critical juncture.…”