“…These 'invisible workings' leave much of the EC educators' daily work to be taken for granted both by policymakers and communities outside of the LDC service and by the families, children and staff within them. Research suggests that such care work is invisible because it is seen as closely resembling the work traditionally performed by women in the home and is, therefore, of little interest to legislative systems and policymakers (Kosny & MacEachen, 2009). EC educators have consequently reported that they have insufficient influence on the decision-making affecting their daily work practices 7 (Lyons, 1997;Strober et al, 1995;Wolf & Walsh, 1998), and with little input into their LDC services, believe that their current work conditions do not prioritize quality provisions (Carson, Maher, & King, 2007;Fenech, Sumsion, Robertson, & Goodfellow, 2008).…”