Early childhood educators’ perceptions of the Australian Early Years Learning Framework (EYLF): engaged professional learners

Antoinette D. White, Marilyn Fleer

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

Educational change is dependent on the practices and perceptions of educators. Yet efforts to sustain teacher’s adoption and implementation of reform packages often deteriorate over time. Monitoring educators’ engagement across the reform process, and making adaptions to reflect key findings, is central to successful implementation. This cultural–historical study explored trends in early childhood educators’ perceptions of an Australian nation-wide educational reform, making recommendations based on the findings. Results from the Baseline Evaluations of the Early Years Learning Framework (EYLF) represented the initiation phase, whilst an online questionnaire explored educators’ attitudes and concerns four years on. Data analysis included a thematic and content analysis where the dialects of everyday concepts and scientific concepts helped give meaning to the clusters found. Whilst findings show an overall positive orientation towards the EYLF, concerns are evident at both moments in time. Although this initially suggests educators have not progressed in their implementation of the framework, a theorisation of the results suggests educators are seeking effective means of transforming professional concepts of the EYLF into practice.

Original languageEnglish
Pages (from-to)124-138
Number of pages15
JournalAustralasian Journal of Early Childhood
Volume44
Issue number2
DOIs
Publication statusPublished - 1 Jun 2019

Keywords

  • attitudes
  • cultural–historical theory
  • Early Years Learning Framework (EYLF)
  • perceptions
  • teacher

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