The hidden complexity of early childhood educators’ work: The Exemplary Early Childhood Educators at Work study

Frances Press,Sharon Ryan,Megan Gibson,Sandie Wong,Linda Harrison,Tamara Cumming

doi:10.1177/1463949120931986

Abstract

A considerable body of research suggests that knowledgeable and skilled educators are key to the quality of early childhood services. However, the skills and knowledge of educators is subject to being underestimated and contested. In response, the Exemplary Early Childhood Educators at Work Study has been designed to bring to light the distinctive nature of the work of early childhood educators and its complexity. The study draws its sample from centre based early childhood services that are rated as high quality by the Australian Children's Education and Care Quality Authority (ACECQA).

Highlights

The early childhood sector in Australia faces considerable challenges in relation to its capacity to recruit and maintain an appropriately qualified early childhood workforce
This obfuscation arises from a number of popular misconceptions: first, that work with young children is, for its predominantly female workforce, instinctual and requires only a ‘caring’ disposition; second, that because play occurs naturally for children, the play-based curriculum common to most early childhood education and care requires only supervision; and, that learning is teacher-directed instruction
Notwithstanding, a considerable body of research does establish that skilled and knowledgeable early childhood educators are fundamental to an early childhood education and care system that works well for children, their families and many of the outcomes sought through government policy – see, for example, the Effective Provision of Pre-school Education study in the UK (Sylva et al, 2010), the National Institute of Child Health and Human Development studies from the USA (The NICHD Early Child Care Research Network, 2005) and the E4Kids study in Australia (Tayler, 2016)

Summary

Introduction

The early childhood sector in Australia faces considerable challenges in relation to its capacity to recruit and maintain an appropriately qualified early childhood workforce. Such misconceptions obscure the skills and knowledge required for early childhood education.

Results

Conclusion