In the Australian early childhood sector the role of educational leader emerged as part of a very large process of policy reform that began in 2009. The position of educational leader was established to drive the quality improvement requirements of the reform, but many organizations did not establish these positions until several years after the…

Exposing pre-service teachers to international professional experiences through a short-term visiting programme serves to challenge their understandings of good quality practice through disturbing assumptions and expectations previously formed through experiences in their own country/culture. Much of the research in international study focuses on…

This study reports the understandings of leadership held by 351 Victorian early childhood leaders (ECLs). Internationally, ECLs are expected to drive quality improvement through mentoring and modelling: a concept associated with distributive leadership. However, ECLs often move into leadership positions by accident and are ill-prepared for their…

There is international recognition of the importance of high quality services for young children with a consensus that three pillars contribute to quality improvement: adult: child ratios, staff qualifications and group size. In Australia over the past 5 years, early childhood policy has attempted to drive improvements in early childhood service…

The Australian childcare profession has watched with some concern results of research coming out of North America indicating that child care is not good for children. This research identifies undesirable outcomes in children's development and behaviour as a result of childcare attendance. How does this research apply to Australian children in…

Examines the factors that contribute to quality child care for children with special needs, and relates these factors to the 52 principles in the accreditation document of Australia's National Childcare Accreditation Council. (HTH)