Abstract:
Services that deliver high quality early childhood education and care to families facing economic and related adversities require educators that have specific skills as well as environments that support complex needs. This paper uses data from nested case studies in high poverty contexts to elaborate the demands on educators in these settings. Each case study (n=5) was identified by experts in the field as a site of excellence for children and families experiencing economic adversity.
We collected information about local demographics and service systems, Quality Improvement Plans, philosophies and other centre-based documentation, observations, interviews with allied service providers (n=6), with staff (n=51) and families (n=44) and notes from dialogic workshops with staff teams (n=11). We used these data to identify the job demands on educators in settings in high poverty contexts.
We then used the theory of practice architectures (Gibbs et. al, 2022) to identify the policy, material and cultural arrangements in settings. Importantly, there were spatial arrangements as well as staffing arrangements (ratios) and skills that enabled educators to effectively respond to families. Further, most fieldwork was conducted over several years which offered insights into change over time and the need for stable teams. Much of the practice observed, exceeds the pedagogical and organisational work funded by governments. We use this analysis to consider the recommendations of the productivity commission and further advocacy needed to ensure educators working in the most challenging conditions are adequately supported.
We collected information about local demographics and service systems, Quality Improvement Plans, philosophies and other centre-based documentation, observations, interviews with allied service providers (n=6), with staff (n=51) and families (n=44) and notes from dialogic workshops with staff teams (n=11). We used these data to identify the job demands on educators in settings in high poverty contexts.
We then used the theory of practice architectures (Gibbs et. al, 2022) to identify the policy, material and cultural arrangements in settings. Importantly, there were spatial arrangements as well as staffing arrangements (ratios) and skills that enabled educators to effectively respond to families. Further, most fieldwork was conducted over several years which offered insights into change over time and the need for stable teams. Much of the practice observed, exceeds the pedagogical and organisational work funded by governments. We use this analysis to consider the recommendations of the productivity commission and further advocacy needed to ensure educators working in the most challenging conditions are adequately supported.