Infants and toddlers: how visible are they in the Early Years Learning Framework?

Davis, Belinda; Torr, Jane; Degotardi, Sheila

doi:10.1186/s40723-015-0014-y

Cited by 19 publications

(11 citation statements)

References 24 publications

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“…Infant-toddler pedagogies are complex to unravel (Dalli & White, 2016;Davis, Torr & Degotardi, 2015;Degotardi, 2010;Press & Mitchell, 2014;White, 2014). More conceptual work is needed to understand the processes in educators' pedagogical practices with infants and toddlers (Elicker, Ruprecht & Anderson, 2014).…”

Section: Infant-toddler Professional Practicesmentioning

confidence: 99%

Collaborative Forum: An Affective Space for Infant–toddler Educators’ Collective Reflections

Quiñones

Ridgway

2018

Australasian Journal of Early Childhood

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A GROWING INTERNATIONAL MOVEMENT to improve the quality of education and care for infants and toddlers is prevalent in the current research agenda. However, recent research on infant-toddler education is yet to provide a holistic view of the specialised practices for this age group. Drawing upon Vygotsky's cultural-historical theory, a holistic view is used to investigate collective reflection in order to transform educators' professional practices. Data consisted of video observations of educators' practices and three collaborative forums. Participants included six educators who worked in three long day care centres. The collaborative forums aimed for collective reflections, and educators were positioned as agents of change. Findings revealed challenges in practice and educators' motivational systemstheir aspirations for their work were important for improving practice. Collaborative forums offered an affective space for educators' collective reflections. Implications show that when thinking occurs collectively, educators are able to reflect on their emotions and aspirations for the education of infants and toddlers.

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Section: Infant-toddler Professional Practicesmentioning

confidence: 99%

Collaborative Forum: An Affective Space for Infant–toddler Educators’ Collective Reflections

Quiñones

Ridgway

2018

Australasian Journal of Early Childhood

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“…Since then, the NPQICL has been discontinued and the latest Statutory Framework for the EYFS is the Department for Education (DFE, 2017). Changes have been introduced in the preschool curriculum in Sweden (Håkansson, 2016) and in Australia, through the national curriculum document, the Early Years Learning Framework (Davis et al, 2015). In this spirit, standards and assessment tools are becoming part of the discourse and work of educators in ECE in Australia, New Zealand, and the USA (Smith et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Navigating ambiguity: Early childhood leaders’ sense-making of their identity in a new mid-level role

Moshel¹,

Berkovich²

2018

Educational Management Administration & Leadership

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Mid-level roles in education have been widely explored, primarily in schools, but little research has been conducted during the systemic reform that involves creating a mid-level role between end units and the system. The present study explores the sense-making of early childhood leaders (ECLs) at the initial stage of their new role as mid-level managers. The new role was established as a result of a national administrative reform that, among others, made the systemic hierarchy more vertical by establishing a new mid-level layer between superintendents and early childhood teachers. This qualitative research included semi-structured interviews with 47 mid-level preschool managers. The study sought to uncover their views of the main challenges associated with assuming a new mid-level managerial role, and their coping styles in this role. The analysis revealed that the new mid-level management role raises three challenges concerning the ambiguity of identity: power base, voice, and interpersonal loyalty. ECLs cope with these challenges by assuming different types of leader identities, those of the representative, the companion, and the mediator. The implications of the findings for the limited knowledge on ECLs and for the introduction of the new mid-level roles are discussed.

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“…The selection of the toddler group was two-fold; firstly, the toddler group was represented at all centres and was clearly differentiated at all centres from the babies room (0-2 year olds) and from the more formal Kindergarten rooms (3 years and older); secondly, toddlers are largely under-represented in existing empirical studies that have focused on educators' practices in connection with the EYLF (DEEWR, 2009). Existing literature has explored the inclusion of toddlers, as an age group, within the EYLF (DEEWR, 2009) document (Davis, Torr & Degotardi, 2015) as well as the contribution the EYLF (DEEWR, 2009) makes to understandings of toddlers' social and emotional development (Salamon, 2011). The participant sample in this investigation comprised the educators and toddlers in the room at the time of the observation.…”

Section: Participants and Ethical Considerationsmentioning

confidence: 99%

Contemporary perspectives of the child in action: an investigation into children’s connectedness with, and contribution to, the world around them

et al. 2018

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Childcare within Australia has undergone significant reform as a result of the implementation of the nationally mandated Belonging, Being and Becoming: The Early Years Learning Framework [EYLF] (Department of Education, Employment and Workplace Relations [DEEWR], 2009). The EYLF articulates contemporary perspectives of the child through its principles, practices and learning outcomes. Educators are required to promote these principles, practices and learning outcomes with children aged from birth to 5 years. This paper reports the findings from a research project that sought to investigate how educators applied their understanding of learning outcome two of the EYLF (children are connected with and contribute to their world). The focus of this research was educators working with children aged two to three years within childcare centres operating on school sites, in metropolitan Western Australian. The research design was qualitative and situated within the interpretivist paradigm. Observations were used as the method for gathering data and these were analysed through a process of coding. This paper presents the observational findings of educators' practices within learning outcome two. Composite vignettes from the voice of the child are included to present the observational findings. In centralising the voice of the child, contemporary perspectives are made explicit.

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Infants and toddlers: how visible are they in the Early Years Learning Framework?

Cited by 19 publications

References 24 publications

Collaborative Forum: An Affective Space for Infant–toddler Educators’ Collective Reflections

Collaborative Forum: An Affective Space for Infant–toddler Educators’ Collective Reflections

Navigating ambiguity: Early childhood leaders’ sense-making of their identity in a new mid-level role

Contemporary perspectives of the child in action: an investigation into children’s connectedness with, and contribution to, the world around them

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