Acknowledging

change in early

childhood education:

The impact on

educators in the

Australian context

By Lauren Armstrong

Overview

Changes to global and local ECE contexts

Background of current PhD research study

The importance of understanding the types, phases and processes involved in change

Influences of…

pre-service training programs

professional development strategies

…in facilitating change in early childhood education

Changes

in ECE

Research &

Societal Drivers

Practice

Reforms

Theory

Early brain development

Human Capital Economic productivity

Developmental

Behavioural

Sociocultural

Critical

Poststructural

National Quality Framework

State/Territory Frameworks National Framework

Structured to play-based

Child-centred

practice

Collaboration

Reflective practice

Intentional teaching

Scaffolding

Qualifications Child/staff ratios

Quality Supply and demand

Postmodern

ECE Overview

The Australian context

2014

Productivity Commission Report & Review of National Quality Framework

Review of Registered Training Organisations’ (RTOs) provision of Child Care courses

2012

National Quality Framework (NQF)

National Quality Standards (NQS)

2009

Early Years Learning Framework (EYLF)

Victorian Early Years Learning & Development Framework (VEYLDF)

Context of current research

How do educational reform discourses

shape and reshape

the positioning and engagement

of early childhood educators in the field?

List of P.D

Interviews

Interactive timeline

Foucauldian Discourse Analysis

ADKAR change model

Educational Change Model

Subjects Qualified prior to the 2009 reforms Qualified following the 2009 reforms

Sub-totals

Group One Diploma-qualified educators 6 Diploma-qualified educators 6 12

Group Two Bachelor-qualified educators

6 Bachelor-qualified educators

6 12

Total number of subjects 24

Research Methods

(Adapted from Rodd, 2006)

Types of Change

Incremental change

Induced change

Routine change

Crisis change

Innovative change

Trans-formational

change

Predictable phases of change

1. • Denial

2. • Resistance

3. • Exploration

4. • Commitment

(Arthur et al., 2005)

The Educational Change Model

(Pendergast et al., 2005; Pendergast, 2006)

3. Consolidation phase

2. Development phase

1. Initiation phase

A 2-3 year implementation ‘dip’

The ADKAR model

(Hiatt, 2006)

Theory vs Practice

Qualification vs

Experience

Pre-service vs In-service

Quality Improvement

Vocational vs Tertiary

Knowledge vs Skills

ECE

Training

and P.D.

Individual needs & contexts

Long-term support & resources

Critical thinking and

reflective practice

skills

Key drivers for meaningful and

sustained change

A review of the literature

There are many types and processes of change (Arthur et al., 2012; Hiatt, 2006; Pendergast et al., 2005; Rodd,

2006)

Emotive and behavioural elements of change (Baker

& Foote, 2003; Block, 2000; Gronlund & James, 2008;

Hargreaves, 2005; Hochschild, 1979)

Effective and sustained change requires support,

training, resources and time (Fenech et al., 2010;

Gronlund & James, 2008; Hall, 2013; Hiatt, 2006; Kilgallon,

Maloney, & Lock, 2008; Waniganayake et al., 2008)

Potential significance of research

To inform and support:

The provision of more adequate resources, skills and

support within pre-training and professional

development programs to foster the ability of educators

to engage in meaningful and sustained change

The development, introduction and implementation of

reforms which support educators and services through

a more effective alignment with the processes of

change

Interested

in

contributing?

Contact details:

Lauren Armstrong

Monash University

Peninsula campus

Faculty of Education

Building A, Office A1.06

McMahons Road, Frankston

Victoria 3199 Australia

BH: (03) 9905 0976

Email:

lauren.armstrong@monash.edu

Academic Profile:

http://monuni.academia.edu/Lauren

Armstrong

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