Discourses of the Early Years Learning Framework: Constructing the Early Childhood Professional

Autor/inn/en	Ortlipp, Michelle; Arthur, Leonie; Woodrow, Christine
Titel	Discourses of the Early Years Learning Framework: Constructing the Early Childhood Professional
Quelle	In: Contemporary Issues in Early Childhood, 12 (2011) 1, S.56-70 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2011.12.1.56
Schlagwörter	Foreign Countries; Preschool Teachers; Professional Recognition; Status; Early Childhood Education; Young Children; Teaching Conditions; Professional Personnel; Identification; Self Concept; Career Development; Australia + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Lehrbedingungen; Unterrichtsbedingungen; Personalbestand; Identifikation; Identifizierung; Selbstkonzept; Berufsentwicklung; Australien
Abstract	In Australia, as elsewhere, many factors have contributed to making the struggle for recognition of the professional status of early childhood difficult and ongoing. Arguably this has led to instabilities surrounding professional identity and how members of the field regard themselves and their work. The development and release of the Early Years Learning Framework for Australia (EYLF) was perceived by many as an opportunity to raise the status and standing of the early childhood professional within the early childhood field itself and in the wider community. The EYLF positions all those who work directly with children in early childhood settings as "educators," and sets out the expectations for children's learning and what educators can do to promote that learning. In doing so, the EYLF produces, reproduces and circulates both new and familiar discourses of early childhood education. In this article, the authors draw on research capturing the perceptions of the early childhood practitioners who took part in the trial of the EYLF across Australia in 2009 to investigate whether and how curriculum interventions such as the EYLF have the potential to shape/reshape early childhood professional identity. Utilising the concepts of discourse, subjectivity, power-knowledge and agency, the authors explore the possibilities and dangers of the construction of an early childhood professional identity in and through the EYLF. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10