Circles of change revisited: building leadership, scholarship and professional identity in the children’s services sector

Abstract

The field of children's services in Australia is currently undergoing significant change. For example, the current implementation of the Early Years Reform Agenda encompasses the development of National Quality Standards, which promote a strong focus on workforce development. As a consequence, practitioners in this sector are being required to consistently reflect on their practice and often re-invent themselves in order to maintain their employment. This paper details a new and innovative strategy, which has been successful in facilitating transformational change. Entitled Circles of Change, the strategy has been embedded in class teaching, in field placement and in professional development with outstanding results. The authors contend that in the children's services sector in Australia, strategies such as this one are crucial to the development of the workforce and, ultimately, to the provision of high-quality children's services, particularly as a professionalised workforce is a rapidly growing concern.

‘Accept the change and enjoy the range’: applications of the Circles of Change methodology with professionals who support early childhood educators

“…Previous evaluations of the model have identified it as one which provides a space for future practitioners to discuss and learn from their colleagues (Macfarlane et al 2008). The model has enabled practitioners to confront their own biases (Macfarlane and Cartmel 2012) and those who have learnt the model have been able to successfully apply it in their work settings (Macfarlane et al 2008).…”

“…The stages addressed during this first session allowed participants to: describe a phenomenon of interest (deconstruct); clarify their perspective about the phenomenon of interest challenging their own values and beliefs (confront); examine the characteristics of the phenomenon from a variety of professional and theoretical perspectives (theorise); and encourage themselves to think outside the dominant perspective (think otherwise) (Macfarlane et al 2004, 2008, Macfarlane and Cartmel 2012. The aim of the workshop was for participants to develop an understanding of the COC process, which could then be applied to their workplace.…”

“…The COC methodology includes a combination of the concept of Learning Circles (Lovett and Gilmore 2003) and a specially designed critical reflection model -Deconstruct, Confront, Theorise and Think Otherwise. The methodology aims to encourage dialogue and critical discussion amongst childcare professionals (Macfarlane and Cartmel 2012) in a safe space of interaction. Initially developed for university child and family students, the '… main aim of COC is to challenge thinking; that is, develop the ability to be a critical and insightful thinker' (Macfarlane and Cartmel 2012, p. 846).…”

“…The workshop ran for seven hours over one day and involved practicing and training about the application of the Circles of Change (COC) methodology (see Macfarlane et al 2004, 2008, Macfarlane and Cartmel 2012. The COC methodology includes a combination of the concept of Learning Circles (Lovett and Gilmore 2003) and a specially designed critical reflection model -Deconstruct, Confront, Theorise and Think Otherwise.…”

“…Critical reflection and reflective practice are methods useful for evaluating practice and problem-solving within the early childhood education and care profession (Moss and Pence 1994, Perry 1997, Moss 2000, National Childcare Accreditation Council 2002, Noble 2003, Macfarlane and Cartmel 2012. It is also a means of coping with situations that involve stress and tension.…”