The Victorian Early Years Learning and Development Framework: Managing Change in a Complex Environment

Abstract

THIS arTICLe rePorTS on an Educational Change Model originally developed for the middle years of schooling (Pendergast et al., 2005) and applied here to an Australian early childhood education reform initiative. The Victorian Early Years Learning and Development Framework (VEYLDF) was released in 2009 (DEECD & VCAA, 2009). Implementation of the VEYLDF was accompanied by a three-stage independent evaluation on early childhood professionals perceptions of implementation. According to the Educational Change Model, three distinct phases can be identified as individuals and groups move towards full implementation of reforms. The phases are: Initiation, Development, and Consolidation. Victorian Department of Education and Early Childhood Development (DEECD) & Victorian Curriculum and Assessment Authority (VCAA). (2009). Victorian early years learning and development framework for all children from birth to eight years. East Melbourne: DEECD.

Collaboration is key: The actual experience of disciplines working together in child care

“…The focus on lived experience also promotes reflective practice as the thoughtful, systematic, and critical exploration of the complexity of one's own learning and practice (Samaras & Freese, 2006). Particular to this interaction is the movement and consideration of how each professional responds to their joint work (Garvis et al, 2013).…”

“…The strategy proposed six priority areas for change to be further developed by the Council of Australian Governments in 2010, recognizing the different starting points of states and territories, and as resources allow: (i) strengthen universal maternal, child, and family health services; (ii) provide support for vulnerable children; (iii) engage parents and the community in understanding the importance of early childhood development; (iv) improve early childhood infrastructure; (v) strengthen the workforce across early childhood development and family support services; and (vi) build better information and a solid evidence base (Department of Education, Employment and Workplace Relations, 2011, p. 2). To achieve these strategies, an integrated service approach to early childhood was embedded (Garvis et al, 2013). An integrated services approach is an effective way of meeting the needs of families and their children (Corter et al, 2008).…”

“…An inter-disciplinary focus was implemented throughout the Australian early childhood sector to encourage educators, healthcare professionals, and social work professionals to establish collaborative teams to achieve the best outcomes for young children (Garvis et al, 2013). Working together, professionals are able to provide holistic support that is available within the education setting, family home, and community (Garvis et al, 2013). Subsequently, professional development activities are now based around interprofessional approaches (Garvis et al, 2013).…”

“…Working together, professionals are able to provide holistic support that is available within the education setting, family home, and community (Garvis et al, 2013). Subsequently, professional development activities are now based around interprofessional approaches (Garvis et al, 2013).…”

“…Joint learning could also begin in nurse and teacher education at university. Garvis et al (2013) describes these as a key features of new models in early childhood education and care. Through a shared conversation, a common language and understanding about each other's role could be created.…”