In 2000, IBM invited the Australian National Schools Network to assist in the implementation of the international KidSmart Early Learning Program in Australia. By the end of 2003, more than 300 Young Explorer Units will have been donated to designated early childhood settings serving low socio-economic communities across Australia. This paper will outline some of the results of the case studies undertaken by educators in the participating settings during the first year of the program. The task of integrating the new computers into the early childhood program generated many issues and challenges for educators. Of particular interest were the pedagogical possibilities that emerged through the introduction of new technologies within early childhood settings.
THE FIELD OF EARLY CHILDHOOD education and care (ECEC) in Australia is a highly dynamic one. Increased government interest and funding during the years of the Labor Governments from 2008–2012 strengthened the sector in terms of increased funding, policy development, level of staff qualification and measures of quality. While this support resulted in increased numbers of children enrolled in ECEC settings and greater numbers of students enrolled in early childhood teacher education degrees, it also contributed to increased workforce pressures and a shortage of qualified early childhood teachers. In this paper we report on a quantitative study that investigated the nature of student experience in a combined Bachelor of Education Early Childhood and Primary degree, and student perceptions of value. The results of the study indicate positive responses to the inclusion of both early childhood and primary content and professional experience undertaken in both prior to school and school settings.
The notion of excellence in early childhood education is increasingly recognised as both subjective and problematic. The search for excellence can be, however, a motivating force for those committed to providing experiences that enrich and enhance the lives of young children within diverse Australian communities. This commitment is shared by the production team of the Australian television program, Play School. Play School seeks to achieve excellence by providing a program that not only entertains but also engages and empowers the young child as a creative, curious and capable participant. This paper provides an overview of the exploration of excellence within the development of the Play School program. The notion of the continuum ‘from entertainment, to engagement, to empowerment’ is explored as it impacts on the processes and production behind the scenes and program content of ABC Play School.
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