Becoming critically reflective about early childhood education: Australian educational leaders effecting change as street-level bureaucrats

Manjula Waniganayake; Margaret Sims

doi:10.4324/9781315562193-17

Becoming critically reflective about early childhood education

Australian educational leaders effecting change as street-level bureaucrats

Manjula Waniganayake, Margaret Sims

Department of Educational Studies

Research output: Chapter in Book/Report/Conference proceeding › Chapter

1 Citation (Scopus)

Abstract

The political landscape of the early childhood sector in Australia has undergone significant changes in the past few years whereby its workforce has been brought into compliance by stealth with national laws and regulations, curriculum frameworks, and quality assurance processes in unprecedented ways. Market-driven forces are impacting the work of early childhood educators demanding accountability and compliance. Prior to the 1990s, the early childhood sector was characterized by “nice ladies who love children” (Stonehouse, 1989). Today, driven by a market-oriented productivity agenda, early childhood education (ECE) is a highly regulated and managed sector where professional practice is subjected to external and internal scrutiny.

Original language	English
Title of host publication	Handbook of international perspectives on early childhood education
Editors	Jaipaul L. Roopnarine, James E. Johnson, Suzanne Flannery Quinn, Michael Patte
Place of Publication	New York, N.Y
Publisher	Taylor and Francis
Chapter	17
Pages	230-247
Number of pages	18
ISBN (Electronic)	9781317203629, 9781315562193
ISBN (Print)	9781138673021, 9781138673038
DOIs	https://doi.org/10.4324/9781315562193-17
Publication status	Published - 2018

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10.4324/9781315562193-17

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Waniganayake, M., & Sims, M. (2018). Becoming critically reflective about early childhood education: Australian educational leaders effecting change as street-level bureaucrats. In J. L. Roopnarine, J. E. Johnson, S. Flannery Quinn, & M. Patte (Eds.), Handbook of international perspectives on early childhood education (pp. 230-247). New York, N.Y: Taylor and Francis. https://doi.org/10.4324/9781315562193-17

Waniganayake, Manjula ; Sims, Margaret. / Becoming critically reflective about early childhood education : Australian educational leaders effecting change as street-level bureaucrats. Handbook of international perspectives on early childhood education. editor / Jaipaul L. Roopnarine ; James E. Johnson ; Suzanne Flannery Quinn ; Michael Patte. New York, N.Y : Taylor and Francis, 2018. pp. 230-247

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Waniganayake, M & Sims, M 2018, Becoming critically reflective about early childhood education: Australian educational leaders effecting change as street-level bureaucrats. in JL Roopnarine, JE Johnson, S Flannery Quinn & M Patte (eds), Handbook of international perspectives on early childhood education. Taylor and Francis, New York, N.Y, pp. 230-247. https://doi.org/10.4324/9781315562193-17

Becoming critically reflective about early childhood education : Australian educational leaders effecting change as street-level bureaucrats. / Waniganayake, Manjula; Sims, Margaret.

Handbook of international perspectives on early childhood education. ed. / Jaipaul L. Roopnarine; James E. Johnson; Suzanne Flannery Quinn; Michael Patte. New York, N.Y : Taylor and Francis, 2018. p. 230-247.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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Waniganayake M, Sims M. Becoming critically reflective about early childhood education: Australian educational leaders effecting change as street-level bureaucrats. In Roopnarine JL, Johnson JE, Flannery Quinn S, Patte M, editors, Handbook of international perspectives on early childhood education. New York, N.Y: Taylor and Francis. 2018. p. 230-247 https://doi.org/10.4324/9781315562193-17