Journal article
Educators working with infants and toddlers from low socio-economic status families
Cogent education, Vol.9(1), pp.1-17
02/2022
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Abstract
There is strong evidence that access to high quality early childhood education and care (ECEC) has a range of benefits for children's long-term development and learning outcomes. Furthermore, ECEC has the most benefits for children who experience vulnerability, marginalisation and disadvantage (Heckman, 2008; OECD Starting Strong, 2017; National Scientific Council for the Developing Child [NSCDC], 2020). In Australia, universal measures involving funding and regulatory frameworks do not necessarily ensure inclusion of low socio-economic status (SES) children and families in ECEC. This research seeks to address the gap by exploring educators' reflections on their role and challenges they face working in ECEC settings with low SES infants and toddlers. Deductive coding using Molla and Nolan's (2019) classes of professional functionings was utilised with further inductive approaches to capture the specific Australian context including the National Quality Framework (Australian Children's Education & Care Quality Authority [ACECQA], 2018) and the Early Years Learning Framework (Department of Education Employment and Workplace Relations [DEEWR], 2009). Findings showed the complexity involved in educators' work, relating to their understandings of the issues faced by low SES families. This study aims to raise awareness of the specific needs of low SES children under three years and their families in the ECEC context. Recommendations identify the need for support targeting the workforce to increase levels of understanding, strategies and expertise.
Details
- Title
- Educators working with infants and toddlers from low socio-economic status families
- Creators
- Belinda Davis - Macquarie UniversityRosemary Dunn - Macquarie University
- Publication Details
- Cogent education, Vol.9(1), pp.1-17
- Publisher
- Taylor & Francis
- Number of pages
- 16
- Grant note
- This work was supported by the Macquarie University [NSG].
- Identifiers
- 991013370632002368
- Copyright
- © 2022 The Author(s).
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article