Multiplicities in early childhood reform engagement in Victorian long day care centres: Discourse, position and practice

Abstract

Change is not a new concept in the Australian early childhood sector. However, the rate of change has significantly increased throughout the last decade, specifically with the introduction of the curriculum and quality frameworks, changes to regulations, and subsequent reviews (some particularly affecting the Victorian long day care sector). The rapid timeline of these reforms created challenges for early childhood professionals who needed to understand, interpret and translate multiple changes to their practice. This paper presents some key findings from a poststructural study involving 11 participants from the Victorian long day care sector. Foucauldian Discourse Analysis has been applied to explore how reform discourses shape and reshape the positioning and engagement of professionals within the reform process. These findings reveal how specific subject positions and discursive practices within available discourses of knowledge, teacher education and workplace can either challenge and/or support early childhood professionals in their ability to engage in reform.

Understanding reform discourses in complex times of change: Positions and practices of early childhood professionals from Victorian kindergarten settings

“…This practice was located from what has been defined as a revolutionist subject position, shaped by contemporary content knowledge and lifelong learning. Notably, this subject position and its associated discursive practice (described below) were also present among the Victorian LDC participant cohort involved in the broader study, and detailed elsewhere (Armstrong, 2019).…”

“…This paper draws on findings from a broader research study involving 39 ECPs from three cohorts: namely, Long Day Care [LDC] centres, school-based Early Learning Centres [ELCs] and Kindergarten settings in Victoria, Australia. While findings from the broader study have been published elsewhere (Armstrong, 2019), this paper represents key findings from the latter kindergarten-based cohort.…”

“…How do educational reform discourses shape and reshape the positioning and engagement of early childhood professionals in Victorian kindergarten settings? (Armstrong, 2019).…”

“…In terms of the 2009-2012 EC reform period, it appears that some participants were still in the beginning stages of this emotional transition, seemingly experiencing a sense of overwhelm and unpreparedness, from a position of 'not knowing'not understanding the why and the how of the reforms (Gorrell & Hoover, 2009), and unaware of specific expectations to translate these changes to practice. Markedly, Rachael's comment regarding her colleagues could signify what has been termed as dutybound learning, a discursive practice where learning occurs when perceived as compulsory (bound by duty)as published elsewhere (Armstrong, 2019). This practice is often based on regulatory requirements, and may ultimately lead to feelings of disempowerment.…”

The role of early childhood pedagogical leaders in schools: Leading change for ongoing improvement

“…Another challenge in realising early childhood pedagogy in schools has been teachers’ response to ongoing policy reform and change. Armstrong (2019) found ECEC educators varied considerably, from being self-motivated to learn and adapt change, to being reluctant to embrace change due to feeling overwhelmed. Armstrong also found teachers’ knowledge, training and their workplace impacted their response to change.…”