Week 1 Notes
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School
Charles Sturt University**We aren't endorsed by this school
Course
EEP 101
Subject
Sociology
Date
Dec 26, 2024
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12
Uploaded by Salty01
EEP101Caitlin WillcoxWeek 1 NotesThis topic addresses the following learning outcomes:Be able to describe the historical and contemporary development of early childhood education and care in Australia.Be able to indicate how children, families, and education have been represented in current and historical contexts.Be able to explain how contexts, policy, and frameworks affect children and families in early childhood education.Link to APSTStandard 6: Engage in professional learningBrightside ContentIntroductionEvolution and Continuity in ECEC:oFormal early childhood education and care (ECEC) in Australia has evolved significantly since colonisation.oDespite changes, many aspects of ECEC have remained the same.oThe current systems and structures of ECEC reflect a historical foundation.Importance of Historical Context:oTeachers must explore the historical, social, political, and economic contexts of ECEC.oUnderstanding the history and evolution of ECEC aids in comprehending its current form.Reflection on Contemporary ECEC:oExamine current assumptions, values, and practices in ECEC.oCompare and contrast these with past assumptions, values, and practices.Guiding Questions:oWhat assumptions are commonly made about ECEC in Australia today?oWhat purposes are attributed to ECEC in Australia, and how have these changed over time?oHow have social, political, and economic conditions shaped ECEC provisions and functions, both in the past and present?Module 1: Historical Understandings and Perspectives of Early Childhoodand Care in AustraliaTopic 1: The development of early childhood education and carein Australia
EEP101Caitlin WillcoxWeek 1 NotesLearning Activity 1My Experience with Early Years SettingsGrowing up, my exposure to formal early childhood education and care (ECEC) was limitedto informal family-based care. However, my professional journey began with obtaining a Certificate III in Early Childhood Education and Care, which introduced me to the frameworks and principles shaping contemporary practices. I’ve worked in a large-scale centre in Erina, gaining insights into professional standards and quality care. Additionally, I have completed 42 days of university placement in ECEC in the Wagga Wagga region, catering to children aged 6 weeks to 6 years. My role as a nanny for several years for children aged 2–5 and extensive babysitting experience reinforced the value of personalised, responsive care and shaped my foundational understanding of ECEC practices.Contextualising My ExperienceMy professional experiences align with the socio-political and economic context of the 2000s and 2010s, a period marked by increasing professionalisation of the ECEC sector. Frameworks like the Early Years Learning Framework (EYLF) and National Quality Standards (NQS) reflected broader societal shiftstoward supporting working parents, gender equality, and ensuring high-quality, inclusive, and accessible care for children. These policies were particularly impactful as dual-income households became more common, and there was a greater focus on promoting equity and diversityin early education.Comparing My Parents’ ExperienceIn contrast, a different socio-political context shaped my parents’ childhood experiences in the 1960s and 1970s. Formal ECEC services were less common and often unavailable for working-class families. Societal norms predominantly cast women as primary caregivers, discouraging workforce participation by mothers. My parents grew up withstay-at-home mothers, relying on informal care rather than structured early education. Where available, preschools were primarily focused on school readiness for middle-class families rather than the holistic developmental and inclusive approaches emphasised today.As indicated by our lectures and reading, ECEC has been and remains socially, politically, and economically contingent. For your first learning activity, we would like you to think about the types of early years settings you attended (if at all)? How can you contextualise yourexperience of ECEC within the social, political, and economics conditions of this time? How might this compare to your parents’ experience? Or theexperience of yourown children?
EEP101Caitlin WillcoxWeek 1 NotesComparing My Experience to Future GenerationsToday’s children benefit from a more inclusive and diverse ECEC landscape, reflecting advancements in policy, advocacy, and cultural awareness. Universal access initiatives aim to reduce inequities, and programs emphasise cultural safety, particularly for Aboriginal and Torres Strait Islander families. Additionally, integrating mental health considerations and focusing on child-centred, play-based learning underscore the sector’s evolution. These advancements illustrate an ongoing commitment to meeting the varied needs of families in contemporary Australia.How Context Shapes ECECHistorically, ECEC provisions have responded to shifting economic, social, and political conditions. In earlier periods, the need for childcare was oftendriven by economic factors, such as workforce demands during wars or post-war reconstruction. Over time, the sector has evolved in response to societal advocacy for gender equality, child rights, and educational equity.Today’s ECEC landscape continues to reflect these broader influences, emphasising quality, inclusion, and the value of early learning in shaping lifelong outcomes.Learning Activity 2How the Changing Provision and Purpose of ECEC Reflects the Changing Status of WomenThe evolution of early childhood education and care (ECEC) in Australia is deeply interconnectedwith the changing status of women. Historically, societal attitudes confined women to caregiving roles, with limited opportunities for formal employment. In the 19th century, early ECEC services, like kindergartens and day nurseries, were often philanthropic efforts to support poor, working-class women. These settings reflected societal concerns about children’s welfare while reinforcing traditional gender roles.By the mid-20th century, women’s increasing workforce participation, particularly during and after World War II, created a demand for formal childcare services. Wartime children’s centres and programs like “Kindergarten of the Air” symbolised this shift, though they were often met with resistance, as societal norms still prioritised women’s roles within the home.How can the changing provisionof and purpose of ECEC from the nineteenth century until now be connected to the changing status of women? Drawing on your reading and lecture,share yourthoughts on the Topic 1 discussion board.
EEP101Caitlin WillcoxWeek 1 NotesThe feminist movements of the 1960s and 1970s were pivotal in advocating for women’s rights, including access to education, employment, and affordable childcare. The 1972 Child Care Act, a landmark policy, recognised working mothers' needs and introduced childcare services funding. This period also saw tensions between preschool and childcare advocates, reflecting differing priorities for education versus workforce support.In recent decades, as gender equality has gained traction, ECEC has become a vital aspect of social infrastructure. Frameworks like the EYLF and NQS emphasise inclusivity and quality, reflecting the broader societal recognition of women’s dual roles as workers and caregivers. Today, ECECsupports working families and promotes gender equity by enabling women to pursue careers while ensuring children’s developmental needs are met.This historical journey highlights the reciprocal relationship between ECECand women’s changing societal roles, illustrating how shifts in gender expectations have shaped, and been shaped by early education policies and practices.ReadingsWong, S. & Press, F. (2016). The development of early childhood education and care in Australia (Chapter 1).Understanding Early Childhood Education and Care in Australia.Crows Nest: Allen and Unwin.History of Compulsory Education:oEarly colonial education was primarily informal; wealthy children hadprivate tutors, while poor children learned survival skills at home.oInitial colonial schools aimed to instil moral values and maintain social order, often staffed by convicts.oBy the late 1800s, education acts established “free, secular, and compulsory” schooling across colonies, although enforcement varied.oSchools catered to different social classes, with Aboriginal children often excluded or assimilated under racist policies.oPublic schooling was tied to nation-building and creating a skilled workforce.Emergence of Early Childhood Education and Care (ECEC):oKindergartens and day nurseries emerged in the late 19th and early 20th centuries to address the developmental needs of children undersix.
EEP101Caitlin WillcoxWeek 1 NotesoProgressive education advocates pushed for specialised settings for young children.oThe establishment of organisations like the Kindergarten Union and teacher training colleges supported the professionalisation of early childhood education.Government’s Role in Childcare:oThe government initially provided moral and religious education through colonial schools.oGradual involvement in funding and regulating ECEC services occurred, especially after introducing the Child Care Act of 1972.oLocal, state, and federal governments now share responsibilities for funding and oversight.Accreditation and Commercialisation of ECEC:oThe 1980s saw increased commercialisation of childcare services.oAccreditation systems were introduced to ensure quality and accountability.Challenges and Developments:oPublic education remained unsystematic and under-resourced for much of the colonial period.oAboriginal and Torres Strait Islander education remained marginalised, with policies aimed at assimilation rather than cultural inclusion.oDiverse pedagogical ideas, including child-centred and progressive approaches, influenced ECEC practices by the late 19th century.Early Efforts in ECEC:oFröebelian kindergarten methods were introduced in NSW public schools in the late 19th century but faced resistance due to a lack of understanding and economic constraints.oYounger children were excluded from schools during the economic depression of the 1890s, reducing the demand for reforms tailored toearly childhood education.Kindergarten Union of NSW:
EEP101Caitlin WillcoxWeek 1 NotesoEstablished in 1895 by Maybanke Anderson and others, its objectiveswere to spread kindergarten principles and open free kindergartens in poor neighbourhoods.oThe first free kindergarten was established in Woolloomooloo in 1896.oFree kindergartens prioritised fostering curiosity, teaching foundational academic concepts, and promoting positive attitudes toward learning.Growth of ECEC and Teacher Training:oThe separation of ECEC from education for older children led to ECECbecoming a specialised area, often viewed as a charitable endeavourrather than an educational right.oKindergarten-teacher colleges were established to support the growing demand for trained educators.oECEC advocacy was linked with first-wave feminism, creating sociallyacceptable employment opportunities for women.The Lady Gowrie Child Centres:oIn the late 1930s, the Commonwealth Government funded the establishment of the Lady Gowrie Child Centres in each state capital.oThese centres were intended to:oDemonstrate best practices in ECEC.oStudy child development and health.oProvide parent education and promote preschool education.oEarly operations were shaped by racial and class biases, with Aboriginal children excluded from enrolment.Wartime and Post-War Developments:oDuring World War II, wartime children’s centres supported working mothers but faced resistance from ECEC advocates wary of women’spaid employment.
EEP101Caitlin WillcoxWeek 1 Noteso“Kindergarten of the Air,” a radio program, was launched to provide early learning remotely during the war.oAfter the war, middle-class demand for preschool education grew, leading to an expansion of parent-run and community preschools.Variations in ECEC by State:oECEC expanded differently across Australian states due to diverse policy approaches and support structures.oSome states integrated preschools with schools, while others operated them under health or community services.oBy the 1970s, access to preschool education remained uneven, with significantly higher attendance rates in Victoria than in New South Wales.Toward Universal Access:oUniversal access to preschool education became a national commitment only in the 2007–2013 Early Childhood Reform Agenda.Early Challenges and the Role of AdvocacyoPre-1970s Context: Formal childcare services were rare, and preschools were primarily focused on preparing children for school. Prevailing attitudes often opposed women with young children joining the workforce, underpinned by psychological theories like John Bowlby’s attachment theory, which emphasised the mother-child bond and the potential harm of separation.Significant Changes in the 1960s and 1970soSocial Upheaval and Women’s Rights: The 1960s saw increased advocacy for gender equality, including calls for women’s right to work, equal education, and accessible child care. Publications like The Australian Women’s Weeklychampioned these changes, highlighting the need for societal support for working mothers.
EEP101Caitlin WillcoxWeek 1 NotesoChild Care Act 1972: The Act, introduced by the Liberal-Country Party Coalition, was a milestone in ECEC policy. It addressed concerns about “latch-key” children and supported women’s workforce participation. Despite its progressive intent, debates emerged about prioritising funding for preschools versus child care, with feminists pushing for broader childcare support to meet the needs of working mothers.Policy Evolution: 1980s and BeyondoThe Accord and Community Expansion: The Prices and Incomes Accord of the 1980s under the Hawke Labour Government linked wage restraint with social wage benefits, including Medicare and increased childcare funding. This era also introduced culturally specific programs like Multifunctional Aboriginal Children’s Services (MACS), reflecting a growing recognition of diverse community needs.oPrivatisation in the 1990s: To meet the growing demand for child care, the government extended fee subsidies to private providers, leading to rapid expansion. While this stimulated growth, it also raised concerns about quality and the ethics of profit-driven care. In response, the National Childcare Accreditation Council (NCAC) was established to oversee quality standards, a precursor to today’s Australian Children’s Education and Care Quality Authority (ACECQA).Continuing Complexity and AdvocacyoFragmentation and Innovation: Today’s ECEC system remains a mix of for-profit and non-profit providers, reflecting its diverse history. Despite challenges, early childhood educators and advocateshave driven educational reforms, advancing rights and improving learning environments for young children.Lecture Notes
EEP101Caitlin WillcoxWeek 1 NotesNotesLecture OverviewoFocus on the development of early childhood education and care (ECEC) in Australia.oUnderstanding the history of ECEC helps contextualise current practices and policies.oLecture is structured chronologically, summarising major developments using Press and Wong’s work and other references.Historical Context (Late 19th Century)oAustralian kindergarten movement began as a philanthropic effort addressing the needs of poor inner-city children.oIncreased interest in scientific findings on child development emphasised early intervention to improve long-term outcomes.oContradictions in women’s roles:oWorking-class women needed childcare due to employment demands.oUpper- and middle-class women were advocating for feminist rights, including education and employment.Public Education ActsoCompulsory education for children aged 6–12 (sometimes younger, as early as 18 months).oYounger children in schools experienced rote learning alongside older siblings.Kindergarten MovementoFriedrich Froebel’s play-based learning principles influenced early kindergartens.oKindergarten unions established to promote free kindergartens for children aged 3–6 in poor neighbourhoods.oFirst free kindergarten in Australia founded in Sydney (1896).
EEP101Caitlin WillcoxWeek 1 NotesoChallenges: funding issues, societal resistance, and criticisms of undermining motherhood.Shift to National Focus (1930s)oFormation of the Australian Association for Pre-school Child Development (AAPCD).oIncreased government interest in ECEC linked to children’s welfare, national security, and global concerns (e.g., League of Nations Declaration).oEconomic depression highlighted the need for improved conditions for children to reduce mortality and morbidity.Lady Gowrie Centres (Late 1930s–1940s)oEstablished as model centres for early childhood development in each capital city.oInterdisciplinary approach with staff including teachers, nurses, psychologists, and social workers.oCentres supported 100 children aged 18 months–6 years, providing indoor and outdoor play materials.oResearch-focused but excluded non-Anglo-Saxon and Aboriginal children.oStaff often from middle/upper class, with limited understanding of working mothers’ challenges.oTemporarily closed during fears of Japanese invasion in WWII.Second Wave Feminism (1960s):oWomen fought for paid employment, particularly married women.oWorkforce participation increased: 700,000 (1947) → 1.1 million.oMarried women’s workforce participation rose from 8% to 18%.oChildcare provision was inadequate, with high costs and reliance onunlicensed care.oPrejudice against working mothers persisted.
EEP101Caitlin WillcoxWeek 1 NotesKey Developments in Early Childhood Education (1960s):oThree major influences: changing preschool demographics, rise of daycare, focus on Aboriginal children’s education.oUK’s Plowden Report (1966): Promoted compensatory education for disadvantaged children but had limited impact in Australia.oPreschool access remained limited to middle-class families due to high costs and low government support.Preschool and Childcare Challenges:oPreschool philosophies clashed with demands for working family childcare.oMost childcare staff were unqualified or underqualified.oThe Australian Preschool Association (APA) developed guidelines for preschool and childcare quality (e.g., staff qualifications, group sizes).1970s Turbulence:oGough Whitlam’s government implemented welfare reforms, including the 1972 Childcare Act:oGrants for non-profit childcare centres and staff subsidies.oAddressed growing female workforce participation.Fry Report (1974): oAdvocated for qualified teachers but sparked tensions between preschool advocates and childcare proponents.oPreschool: Focused on professional staff and education quality.oChildcare: Prioritized expanding services for working mothers.Shift to Early Childhood Education:
EEP101Caitlin WillcoxWeek 1 NotesoLate 1970s: Commonwealth funded teacher education for early childhood.oFormer kindergarten training colleges became colleges of advanced education.oScholarships and allowances increased teacher education participation.1980s Changes:oAPA became the Australian Early Childhood Association (AECA), reflecting childcare expansion.oFamily structures evolved:oFewer young women married, more de facto relationships, rise in single-parent families.oWomen delayed childbirth, balancing careers and motherhood.oEconomic challenges influenced childcare provision:oReduced subsidies and funding led to unaffordable services.oShortage of childcare centres despite growing demand.Government Initiatives:oHawke government (1983) renewed focus on childcare:oAdded 10,000 places (1985-1987).1988 National Childcare Strategy: oTargeted 30,000 new places through cost-sharing among governments.oFunding changes led to quality concerns, such as reliance on casual and junior staff.