Baseline Early Years Learning Framework (EYLF) study
(Funded by DEEWR (Department of Education, Employment and Workplace Relations), 2011-2012)
The Early Years Learning Framework (EYLF) has been developed as a national framework to support children's learning and development, provide consistency across different early childhood settings and increase educator self-reflection and professional status. The EYLF is currently being implemented across all states and territories.
Monash University has been contracted by the Department of Education, Employment and Workplace Relations (DEEWR) to undertake an evaluation of a sample of settings to establish a baseline of educator engagement with the EYLF. This qualitative evaluation will establish a ‘before' and ‘after' picture against which improvements from the introduction of the framework can be measured.
In addition to the qualitative evaluation, Monash University will carry out a quantitative study of educator engagement with the framework, through the online administration of a Concerns-Based Adoption Model (C-BAM) to a representative sample of early childhood settings in Australia.
Key Investigators (Qualitative Evaluation): Marilyn Fleer, Joseph Agbenyega, Jane Bone,
Key Investigators (Quantitative Evaluation): Marilyn Fleer, Chandra Shah, Joseph Agbenyega
Consultancy: Leadership in Early Childhood Services: An Evaluation
(Funded by Frankston City Council, 2009)
Rapid changes in the provision of early childhood services are having significant impacts on the role of early childhood educators. Work practices and relationships are being reconfigured as changes in policy and practice increasingly demand high levels of accountability to government, community, and the profession. These impacts at work have significant implications for workforce development in early childhood education. There is a need to build knowledge, skills and capabilities amongst younger and older educators, both new recruits and old-hands, particularly in the area of leadership.
Frankston City Council has identified the tension between the education and training of early childhood educators for service delivery, and increase in demands for preparation for leadership roles in early childhood education. In 2008 the Council delivered a targeted intervention aimed at building the capabilities of early childhood educators so that they develop the professional competence required to lead in early childhood organizations.
Frankston City Council commissioned an evaluation from Monash University's Faculty of Education, Peninsula Campus, to inform the further development and implementation of this program. The evaluation addressed three broad questions:
Evaluation: Early Start Kindergarten Partnerships (ESKP)
(Sept 2009 - Sept 2010)
Summary: The aim/purpose of the program and the research
The Department of Education and Early Childhood Development (DEECD) has commissioned Monash to evaluate the roll out and implementation of Early Start Kindergarten (i.e. providing a free Kindergarten program for three year old children known to Child Protection) in order to support evidence of best practice and policy development. Sixteen partnerships (municipalities) across eight regions in Victoria are involved and Monash will undertake an evaluation of each partnership's program. The evaluation also includes an action research component and three learning conferences.
There is also another minor proposal which has recently been submitted to DEECD which will complement the above project:
Voice of the Families - this project will explore the ESKP families' perceptions of the program.
Key investigators: Marilyn Fleer, Mindy Blaise, Joseph Agbenyega and Marie Hammer
Professional Development Program in Contemporary Child Development Theory for Early Childhood Educators
The Department of Education and Early Childhood Development (DEECD) has commissioned Monash University to deliver a statewide professional learning program for diploma and degree qualified educators in Victorian licensed Children's Services who are directly responsible for planning the learning program for a group of children and are working as a ‘pedagogical leader'.
Key investigators: Marilyn Fleer, Mindy Blaise, Joseph Abenyega, Jane Bone, Jill Robbins, Avis Ridgeway, Hilary Monk, Chris Peers and Marie Hammer