Change is not a new concept in the Australian early childhood sector. However, the rate of change has significantly increased throughout the last decade, specifically with the introduction of the curriculum and quality frameworks, changes to regulations, and subsequent reviews (some particularly affecting the Victorian long day care sector). The rapid timeline of these reforms created challenges for early childhood professionals who needed to understand, interpret and translate multiple changes to their practice. This paper presents some key findings from a poststructural study involving 11 participants from the Victorian long day care sector. Foucauldian Discourse Analysis has been applied to explore how reform discourses shape and reshape the positioning and engagement of professionals within the reform process. These findings reveal how specific subject positions and discursive practices within available discourses of knowledge, teacher education and workplace can either challenge and/or support early childhood professionals in their ability to engage in reform.

Item Type:	Refereed Article
Keywords:	early childhood, educational reform, discourse analysis, Foucauldian discourse analysis, learning discourse, reform engagement, positions and practices, teacher education discourse, Victorian long day care, workplace discourse
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Curriculum and pedagogy theory and development
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Early childhood education
UTAS Author:	Armstrong, L (Dr Lauren Armstrong)
ID Code:	148770
Year Published:	2019
Deposited By:	Education
Deposited On:	2022-02-08
Last Modified:	2022-04-26
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