‘Accept the change and enjoy the range’: applications of the Circles of Change methodology with professionals who support early childhood educators (original) (raw)
Related papers
Early Childhood Teachers Coping with Educational Change
Australasian Journal of Early Childhood, 2008
THIS PAPER DESCRIBES a study of early childhood teachers' (educators of children aged four – eight years in school settings) perceptions of key factors which impact on their ability to cope with the implementation of mandated educational change in the workplace. Using qualitative methodology including surveys, focus groups and in-depth interviews, this study revealed that early childhood teachers' attitudes and approaches to change impacted on their active engagement and continuance in their profession, as did the support they received from work colleagues and line managers. In addition, access to information and professional development sessions, as well as involvement in and ownership of the change process, further contributed to how they coped during implementation of educational change.
TEACHERS COPING WITH CHANGE: TWO PRESCHOOL TEACHERS TELL
Kelly, AL and Berthelsen, DC (1997) Teachers coping with change: The stories of two preschool teachers. Australian research in early childhood education: Journal of Australian research in early childhood education 1:62-70. ABSTRACT In this paper, the impact of change on two Queensland preschool teachers is reported. Twelve preschool teachers were given opportunities to record and describe their work within their specific teaching context, as well as within the wider contexts of the school campus and the educational and social system. A reflective journal was kept daily over a two-week period and entries frequently identified the influence that mandated educational change had on daily work. The keeping of the reflective journal and a follow-up conversation enabled the creation of teachers' stories about their experiences. In this paper, two of the stories are explored. The stories are illuminating and assist in an understanding of the dimensions and conditions of teachers' wo...
Teachers coping with change: The stories of two preschool teachers
1997
In this paper, the impact of change on two Queensland preschool teachers is reported. Twelve preschool teachers were given opportunities to record and describe their work within their specific teaching context, as well as within the wider contexts of the school campus and the educational and social system. A reflective journal was kept daily over a two-week period and entries frequently identified the influence that mandated educational change had on daily work. The keeping of the reflective journal and a follow-up conversation enabled the creation of teachers' stories about their experiences. In this paper, two of the stories are explored. The stories are illuminating and assist in an understanding of the dimensions and conditions of teachers' work, and of current issues impacting on early childhood education. Westwood, P. (1991). A shrinking service (editorial). Australian Journal of Remedial Education, 23, 1.
P. Whiteman & K. De Gioia (Eds.), Children and Childhoods 1: Perspectives, places and practices (pp. 16-35). Newcastle upon Tyne, UK: Cambridge Scholars Publishing., 2012
"This chapter reports on a one-year project that was implemented with a community based child care organisation that operates three child care centres in Sydney, Australia. The organisation employed an academic consultant to work with the qualified staff and Directors in regard to planning, programming and pedagogical documentation. The project was situated within a change management theoretical framework. Change management requires the leadership to create a space and vision for examining and reframing practices. For this project, this enabled the organisation to transform their pedagogical practices. This project involved several stages to implement the change over a period of a year. At the completion of the project the role of the consultant was evaluated. This chapter will explore the effectiveness of the consultant in terms of managing the changes to planning and programming processes. Conclusions will be drawn as to the support qualified staff require to transform their pedagogical practices and how a change management approach can support professional learning."
Transforming the World through Transforming Self: Improving Practice in Early Years Settings
2011
This paper gives an account of a group of early years practitioners who engaged in a study of their own practice within a process of collaborative inquiry exploring the question: “How can we, individually and collectively, integrate research and practice to improve the well-being of children?” As a consequence there was evidence of a transformation in their own practice and within their work-settings, supporting the argument that professional contexts should be seen as a setting for the generation as well as the application of knowledge. Introduction and Research Question Coming into the academic world from a professional context, I was aware of the separation between research and practice, and of a resulting mutual loss for each. During my time as a practitioner, manager, educator and consultant in social care and educational settings I had observed many examples of exceptional work with children and young people. However, it seemed that the learning gained from these examples of g...
THIS arTICLe rePorTS on an Educational Change Model originally developed for the middle years of schooling (Pendergast et al., 2005) and applied here to an Australian early childhood education reform initiative. The Victorian Early Years Learning and Development Framework (VEYLDF) was released in 2009 (DEECD & VCAA, 2009). Implementation of the VEYLDF was accompanied by a three-stage independent evaluation on early childhood professionals perceptions of implementation. According to the Educational Change Model, three distinct phases can be identified as individuals and groups move towards full implementation of reforms. The phases are: Initiation, Development, and Consolidation. Victorian Department of Education and Early Childhood Development (DEECD) & Victorian Curriculum and Assessment Authority (VCAA). (2009). Victorian early years learning and development framework for all children from birth to eight years. East Melbourne: DEECD.
Understanding reform discourses in complex times of change: Positions and practices of early childhood professionals from Victorian kindergarten settings, 2023
Australian early childhood education and care [ECEC] has faced a series of change and reform since 2009, including the introduction and later revisions of key curriculum and qualify frameworks, increased qualifications, shifting theoretical knowledge and pedagogies, and challenges from the COVID-19 pandemic. Consequently, early childhood professionals [ECPs] have been confronted with a succession of substantial changes impacting their professional practice. This paper reports on a qualitative, post-structural study identifying workplace and learning discourses as key influences for the reform engagement of eleven ECPs from kindergarten settings in Victoria, Australia. Foucauldian Discourse Analysis [FDA] revealed specific subjective positions and discursive practices among participants. Recommendations are offered to address issues related to the uptake of reform initiatives. It is anticipated that these findings may generate greater opportunities to support our existing, emerging and future generations of ECPs as they lead the transformation of ECEC and transition through complex times of uncertainty.
Transformative Empowerment: stimulating transformations in Early Years practice
AbstrAct This paper examines dimensions of transformative learning in university students stimulated by an active learning context. It draws on a research study which investigated the experiential learning of four cohorts (2006-2009) of final year Early Childhood Studies degree students visiting Early Years settings in Sweden, and evaluates the impact of the active learning process on their understanding and subsequently on their practice. The active learning experience is viewed as a catalyst for the transformations in perspectives. The paper then reports on the meaning and quality of the changes in thinking that appear to have taken place, evaluated against a theoretical framework drawn from transformative theory. This evidence is then considered in the light of how the students' altered perceptions manifested themselves in practice once they left university. The analysis reveals that the active learning experience stimulates a transformative mindset on the part of the student...
Since early childhood is an important development step in in a child education. The 3 prequisited for a child for a child's positive adaptation includes behavioural skills, engaging with adults and communication skills.However, most practitioners are ill-equipped to deal with the emotional aspects of childrens transition to school. A qualitative case study will be used to conduct this study. Practitions will be onserved and interviewed. The young childrens parents will be interviewed of their childrens transition experience.