Abstract:
Whilst copious research exists supporting the vital role educators play in children’s immediate and lifelong outcomes (SCRGSP, 2015; Mahon et al, 2012; AEDC, 2015) little information exists on educators’ perspectives of their capacities to fulfil mandated quality practice expectations. Case study research was undertaken in an Australian privately owned childcare service to determine the perspectives of educators in implementing the National Quality Standards (NQS) in their service. Educators’ attempts at engaging with the NQS and its encompassed Early Years Learning Framework (EYLF), is influenced by their capacities to engage in fundamental skills of critical reflection and transformational change (ACECQA, 2016). Variable assessment ratings being achieved by services under the Australian Children’s Education and Care Quality Authority (ACECQA, 2016) suggests inconsistencies are occurring between legislated standards and implemented practice. It was the aim of this study to examine possible rationale for such inconsistencies as experienced by educators in a childcare service. Both intrinsic and external barriers were examined including barriers external to educators’ control. Within this process the ‘taken for granted’ practices and maintenance of the status quo informed by historical and socially constructed paradigms in the service were scrutinised. Reality (Glasser, 1990; Maslow, 1954) and socio-cultural (Bronfenbrenner, 1992) theories underpinned this research, which examined interview transcripts of educators’ perspectives. Dialogue of the lived experiences of educators explored their individual perspectives regarding knowledge and practice, understandings and feelings associated with the NQS, and their relationships in the service. Real or perceived power differentials were examined alongside the historical and current, social, political and economic culture embedded in the service. Engaging educators (n= 7) in the Circle of Change Revisited (COCR) (Cartmel, et al 2015) critical thinking model to deconstruct, confront, theorise and think otherwise about commonly accepted socially constructed paradigms within the service was pivotal to this case study research. Findings suggest that educator’s capacities to meet the requirements of the NQS is directly linked to their sense of disempowerment influenced by external occupational stressors, demands and controls beyond the power of educators, impacting their abilities to experience self–actualisation, a key determiner in one’s ability to engage in the critical thinking necessary for transformational change.