Despite only making up 3.9% of the early childhood educator workforce in “long day care” settings, men account for 54% of top leadership roles.
This has been tough to write, and has taken me many months of thinking to put down. I know that the words I write here will be misinterpreted, misunderstood, or even seen as some sort of grandstanding or attention-seeking.
I can’t help any of that, but I need to quickly say these things.
Over the last couple of years I have turned down opportunities to speak or write about challenges for men working in early childhood.
I want to explain why, and why I will continue to do so.
I’ve talked pretty endlessly on this blog, and on the Early Education Show podcast, about my concerns about the Federal Government’s new Child Care Package (formally known as the Jobs for Families Package, which tells you quite succinctly everything you need to know about these reforms). They’re bad for children, they’re bad for the sector, and the sector should not have supported them in any way.
As we heave ourselves over the line into 2018, the year that will see the introduction of this new legislation, I wanted to highlight an issue I am worried is not getting anywhere near enough attention.
The things that are easiest to see aren’t usually the things that matter most for kids. An alphabet sign on the wall doesn’t mean kids are really engaging with reading and learning. A daily email with a photograph of your daughter is nice to have, but it doesn’t tell you much about whether the teachers are talking to her in a supportive way or sparking her curiosity about science.
– Suzanne Bouffard, The Most Important Year: Pre-Kindergarten and the Future of Our Children
I’m slowly making my way through Suzanne Bouffard’s excellent new book on how early education is becoming a bigger and bigger issue in the United States, and the passage above really stood out. It’s early on in the book, and Bouffard is discussing how quality early learning environments can be challenging to explain to families. They have pre-existing ideas of what children’s spaces should be, and are naturally more inclined to just accept things that celebrate their individual child like lovely photos.
Losing an advocacy battle is hard. When the Jobs for Families (JFF) legislation was passed in February this year, I was devastated. Despite spending over a year arguing my hardest that this package would fundamentally undermine children’s right to access early education, the package passed. From July 2018, the children in our country most at risk of vulnerability and with the most to gain from high-quality early learning will be locked out.
I realised this week that there might be something even harder – losing a battle we didn’t even know we were fighting.
45 children still remain in some form of detention on Nauru and on mainland Australia. What we have done to these children will haunt them for the remainder of their lives.
I am not one of those courageous few who devote their every day to changing those facts. People in organisations like Save the Children, the Asylum Seeker Resource Centre and others.
I work in early childhood, and I write. I’m incredibly privileged and fortunate in every area of my life. I have no idea if my writing can help, but I would like to make a small gesture – even if a gesture is all it will be.
One of the fundamental features of play-based approaches to learning and development in the first five years is a focus on children and their interests. Formal, rote or instructional learning in this space has limited, if any, benefits to children, while approaches that promote engaging children in fun and interesting play can have an amazing impact.
The Early Years Learning Framework strongly acknowledges this approach, particularly through the Principles and Practices that support educators to think holistically and individually about each child, their family and their community. Since the introduction of the National Quality Framework I have seen a big shift in the sector towards focusing on “children’s interests”. When I speak to Team Leaders in particular about their approaches to educational programs and practices, I often hear variations of “I extend on children’s interests”.
This is worth exploring. On the surface, this seems obvious and clear. We’ve been told for a long time to explore children’s interests – surely we should promote the things that engage children? But as with all of our teaching strategies, we have to be prepared to engage in critical reflection about what they mean and how they affect children.
Mid-way into the endless 2016 election campaign, Labor has released the details of its early childhood education and care policies.
This week, the federal Department of Education is conducting a nationwide “Workforce Census” of early childhood education and care (ECEC) services. This census will provide important information on the qualifications, retention rates and other factors that provide a snapshot of the early childhood educator role in Australia.
This is a good opportunity to take a step back and look holistically at how early childhood educators are viewed and supported, both within the ECEC sector and in the community. The National Quality Framework (NQF) was introduced in 2012, and one of its key pillars was the acknowledgement that quality learning could be provided by qualified and valued educators.
Four years on, how close are we to realising that vision?
The National Quality Framework (NQF) reforms acknowledge that good outcomes for children can only be supported by qualified and professional educators, who regularly reflect on their own – and their colleagues’ – practice. As with any profession, research and knowledge is always changing and being updated. It’s important that educators, no matter what their qualifications or experience, always remember to give themselves time and space to discuss and analyse their own work.