Conceptualising the education and care workforce from the perspective of children and young people

Frontiers in Education

Education

Lennie Barblett¹  Leanne Lavina¹  Linda Harrison²  Fay Hadley²  Francis Bobongie-Harris³  Susan Irvine³  Jennifer Cartmel⁴ 

[1] Faculty of Education, Edith Cowan University, Perth, WA, Australia;Faculty of Education, Macquarie University, Sydney, NSW, Australia;School of Early Childhood and Inclusive Education, Queensland University of Technology, Brisbane, QLD, Australia;School of Health Sciences and Social Work, Griffith University, Brisbane, QLD, Australia;

关键词: children;    children’s voices;    education and care;    workforce;    relationships;   

DOI  :  10.3389/feduc.2023.1167486

 received in 2023-02-16, accepted in 2023-07-07,  发布年份 2023

来源: Frontiers

【 摘 要 】

Children are significant stakeholders within education and care settings. Their views can be invaluable in thinking about what matters to conceptualising, assessing and improving quality in Early Childhood Education and Care (ECEC) and Outside School Hours Care (OSHC) settings. As stakeholders, children’s views are rarely listened to by Australian policy makers to assess what constitutes quality and how the quality can be improved. In the process of updating two nationally approved Australian Learning Frameworks (ALFs): Belonging, Being and Becoming: The Early Years Learning Framework for Australia 2.0 and My Time Our Place: Framework for School Age Care in Australia 2.0, children’s responses provided meaningful insights into their perceptions of the practices of the educators. The children’s perspectives were gathered in a combination of research methodologies of talking circles, dialogic drawing, and visual elicitation. Their responses about experiences in Early Childhood Education and Care (ECEC) and Outside School Hours Care (OSHC) contexts were analysed to provide a deeper understanding about the characteristics of their experiences in the settings. The research process delivered information about children’s perspectives about pedagogical principles and practices that describe the Australian children’s education and care workforce and environments. The process of gathering the children’s perspectives is not without limitations, however the information is invaluable in considering the assessment and improvement of quality in children’s services.

【 授权许可】

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Copyright © 2023 Cartmel, Irvine, Harrison, Barblett, Bobongie-Harris, Lavina and Hadley.