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‘Out of the loop’: early childhood educators gaining confidence with unfamiliar policy discourse

Kilderry, Anna, Nolan, Andrea and Scott, Caroline 2016, ‘Out of the loop’: early childhood educators gaining confidence with unfamiliar policy discourse, Early years, vol. In Press, pp. 1-14, doi: 10.1080/09575146.2016.1183595.

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Title ‘Out of the loop’: early childhood educators gaining confidence with unfamiliar policy discourse
Author(s) Kilderry, Anna
Nolan, Andrea
Scott, Caroline
Journal name Early years
Volume number In Press
Start page 1
End page 14
Total pages 14
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2016
ISSN 0957-5146
1472-4421
Keyword(s) Early childhood education
teaching
children's agency
pedagogy
National Quality s tandard
Summary It has been seven years since the Early Years Learning Framework (EYLF) was introduced in Australia and four years since the National Quality Standard (NQS) was implemented. To gain insight into how educators are understanding practice in the Australian early childhood and care context, the study draws on a praxeological frame where educators have the opportunity to inquire and critically reflect on practice in a supported research environment. Data were analysed using critical discourse analysis, enabling a close examination of participant reflections and understandings about practice. Findings reveal that educators are confident when describing their teaching using familiar educational discourse, whereas educators were apprehensive when confronted with new and unfamiliar concepts. The third finding illustrates the ways educators gain confidence with unfamiliar policy discourse. The study’s findings add to limited empirical evidence about how early childhood educators understand key concepts introduced by the EYLF and NQS.
Language eng
DOI 10.1080/09575146.2016.1183595
Field of Research 1301 Education Systems
130102 Early Childhood Education (excl Maori)
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Taylor & Francis
Free to Read? No
Persistent URL http://hdl.handle.net/10536/DRO/DU:30084478

Document type: Journal Article
Collection: School of Education
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