EXAMINING BARRIERS TO IMPLEMENTING THE ......Examining barriers to implementing the National Quality...

Examining barriers to implementing the National Quality Standards (NQS) with childcare educators.

Lisa Keegan [email protected]

Lisa Keegan s2820808

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EXAMINING BARRIERS TO IMPLEMENTING THE NATIONAL QUALITY STANDARDS (NQS) WITH CHILDCARE EDUCATORS.

Lisa Keegan

Griffith University, Logan

Abstract

Quality early childhood education and care improves children‟s lifelong outcomes and generates economic and

societal gain. The quality in Australian childcare services is assessed using mandated National Quality Standards

(NQS). Research about educators‟ viewpoints about the NQS is limited. A case study was undertaken in an

Australian suburban privately owned childcare service to examine educators‟ perspectives about implementing

the NQS. Findings reveal influences beyond educators‟ control generate stressors and stress affecting their

emotional wellbeing, self-worth and professional identity, which in turn hinder their capacities to meet the NQS.

Poor emotional wellbeing was indicated to impact mental health resulting in educator turnover, and diminished

capacities to provide healthy emotional environments and relationships for children, a critical component of

NQS. Recommendations include undertaking of further research to examine the scope of findings beyond the

case study service, and enquiry into funding models for childcare services to meet political, economic and social

agendas and the needs of children, families, educators and providers.

Introduction

The link between quality Early Childhood Education and Care (ECEC) services and children‟s

enhanced lifelong outcomes, including economic and social returns, improved employment prospects,

earning capacities and living standards, better health outcomes, less presence in the justice system, and

less dependence on social and welfare services is well researched (Moore & McDonald, 2013;

Organisation for Economic Co-operation and Development (OECD), 2016; SCRGSP, 2015). In

recognition of this the Council of Australian Governments (COAG) introduced the NQS (ACECQA,

2013a; COAG, 2009), which define mandated benchmarks for quality practice and is linked to

individual state and local government legislation (Ministerial Council for Education, Early Childhood

Development and Youth Affairs (MCECDYA), 2013a, 2013b). Services are periodically assessed

against these standards to ensure quality education and care provision. Quarterly reports (ACECQA,

2016a) summarise quality rating outcomes for 15, 417 approved Australian childcare services

providing education and care for over 1.2 million children (Department of Social Services (DSS),

2015). Data reveals almost one third of rated services are not meeting the standards. Additionally,

“Australia ranks in the bottom three of OECD countries in benchmark standards relating to ECEC”

(AEDC, 2015, p.12). Further, data provided on „excellent‟ ratings reveals just 49 assessed services

nationwide have achieved this highest rating- only 0.0032% of all services (ACECQA, 2016a). If

services are failing to meet the NQS, then the benefits asserted for quality ECEC for children, families

and broader society are not being met (Brennan & Adamson, 2014). Given quality ECEC has such

profound impacts on children‟s life-long outcomes and broader economic and societal gains (AEDC,

2013; OECD, 2014, 2015, 2016; SCRGSP, 2015), meeting NQS quality mandates for all children is

paramount. The case study aimed to determine the barriers to educators achieving a high standard of

education and care.

The case study was undertaken in light of the Government review of the NQS revealing

positive and negative outcomes for stakeholders (COAG, 2014; Productivity Commission, 2015). The

case study findings reflect this review. Additionally, findings show the onus on educators to meet the

NQS is prohibitive. They are subjects of a top down approach to decision-making imposed from

within and beyond the service. The high level of responsibility placed on educators coupled with lack

of societal respect and recognition impacts educators‟ emotional wellbeing leading to feelings of low

self-worth, despondency and non-commitment (Hannon, 2014). These dispositions have ramifications




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for educators‟ capacities to meet the NQS with resultant implications for quality of care and therefore

availability of quality places for families and thus workforce participation. Whilst there is more

childcare availability across approved services Australia wide than ever before (DET, 2015) including

long day care, family day care, occasional care, in-home care and outside school hours care, demands

for more availability of places, particularly for children under school age continue to exist (ABS,

2014). Discrepancy between demand and availability coupled with quality rating outcome data

(ACECQA, 2016a) suggests places are not being utilised by families due to the poor quality of the

services in which these vacancies exist.

Given the well-researched benefits of quality ECEC it is reasonable to suggest educators provide an

essential service to children, families and broader society (OECD, 2012, 2014, 2015, 2016). Socially

constructed paradigms surrounding the role of family, maternal care, early childhood, workforce

participation and government roles influence interpretation and implementation of the NQS (Penn,

2011; Yarrow, 2015a). Underpinning the NQS is the requirement for educators to critically reflect on

differing theoretical perspectives to meet the needs of individual children and families engaged in the

service (DEEWR, 2009; Gredig, 2011; Knaus, 2015). Challenging assumptions through dialogue and

debate of theoretical strengths and constraints relevant to the service context improves quality ECEC

provision. Whilst critical reflection embeds with educators‟ autonomous decision-making and

professional judgments (ACECQA, 2013a; DEEWR, 2009) case study findings reveal power

differentials occurring within the service impact the level of autonomy available to educators (Lyons,

2011). Power differentials are the divides that exist between roles or relationships, and variances

within these, either formally or informally, whereas power is socially created through relationships

(Meadow et al, 2012). These affect educators‟ self worth and consequent sense of empowerment.

Those in positions of power are privileged to an inequitable distribution of power over those in

subordinate positions (Meadows et al, 2012) creating a sense of control, usefulness, worthiness and

confidence. Subordinate positions create oppositional dispositions to these. Educators will move

between power positions dependent on the relationships in which they engage in the service and the

roles they undertake. Identified in findings, educators‟ reduced self worth as a result of power

differentials in the service leads to a sense of disempowerment, leading to poor emotional wellbeing

affecting neurological functions including problem solving, decision-making, and analytical thinking,

which are necessary attributes to engage effectively in critical reflection as mandated in the NQS.

Critical reflection is defined by DEEWR (2009) as “closely examining all aspects of events

and experiences from different perspectives” (p.13) and “reflective practices that focus on implications

for equity and social justice” (p.45) guided by educators‟ informed professional judgments. These

notions require higher order thinking to prioritise ideas from a range of theoretical perspectives and

identify suppositions deriving from educators‟ own beliefs and values. Findings show educators‟

capacity to engage in critical reflection is constrained due to low self-worth impacting wellbeing and

neurological function. Lack of understanding of critical reflection across the service,

misunderstandings, varied interpretations of meaning, differing viewpoints, and educators‟ sense of

uncertainty and frustration in attempting to appease a number of stakeholders operating from differing

viewpoints and agendas also impact educators‟ implementation of the NQS. To meet the social,

cultural and economic needs of families accessing the service requires educators to critically reflect

from a range of theoretical viewpoints, use their professional judgments and engage in autonomous

decision-making to apply theory to practice to meet NQS benchmarks. This is pivotal to undertaking

quality improvement leading to enhanced quality care provision and increased workforce participation

(ACECQA, 2013a; Bushe & Marshark, 2015; DEEWR, 2009).

Existing research shows misunderstanding and misinterpretation of the NQS, legislative

inconsistencies, reduced educator expertise, ineffectual training, and the care and education dichotomy

impact quality care (Macfarlane, Nolan & Cartmel, 2014). Operational practices and organisational

elements including poor working conditions, inadequate staff to child ratios, lack of professional

recognition, the devaluing of maternal care and the role of women, and insufficient public investment




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also disrupt quality care provision (Corr, Davis, Cook, Waters, & LaMontagne, 2014; Njoroge &

Yazdanifard, 2014; Yarrow, 2015a). Findings determine these variables impede educators‟ capacities

to meet the NQS in the case study service leading to feelings of minimal choice, lack of autonomy,

frustration, and low self-worth generating a sense of disempowerment, and subsequent poor emotional

wellbeing. Providers have an obligation to ensure the health and wellbeing of their employees

(Australian Government, 2011) therefore an environment that contributes to a healthy emotional

wellbeing is required. Leadership contributes significantly to workplace culture and therefore

educators‟ wellbeing (Dickson-Swift, Fox, Marshall, Welch, & Willis, 2014). Authoritative leadership

discerns self-awareness and mindfulness of others, fostering respectful relationships, adaptability,

support and effectual communication (Sinclair, 2007). This leadership style utilises modeling and

reinforcing of values and behaviours, and daily practices aligning with NQS expectations, to

encourage educators to engage in the same (Hannon, 2014). Educators felt these attributes lacked in

the case study service leading to poor communication, distrustful and disrespectful relationships, and a

non-collaborative demoralising culture impacting their emotional wellbeing and therefore work health

and safety. Additionally, as learning is social in nature and “children grow into the intellectual life of

those around them” (Vygotsky, 1978, p.34) educators‟ realisation of emotional wellbeing affect

children‟s outcomes as well as their own (Carson et al, 2010). The state of an educator‟s wellbeing is

the standpoint from which they will engage and shape children (Temple & Emmett, 2013), therefore if

emotional relationships and environments are ineffectual children‟s development and thus lifelong

outcomes for all stakeholders are impeded.

Learning success is directly correlated to educator practice and the quality of relationships

between educators and children (Knaus, 2015). Significant to the case study findings, “wellbeing and a

strong sense of connection, optimism and engagement” (DEEWR, 2009, p.9) foster lifelong habits of

perseverance and confidence, enhancing agency, autonomous decision-making, and effective

leadership. Further, “secure, respectful and reciprocal relationships…[and] attunement to…thoughts

and feelings” (DEEWR, 2009, p.12) foster a strong sense of wellbeing generating feelings of value

and respect. A service environment conducive to cultivating positive relationships through

emotionally supportive, connected and collaborative communication make these attributes available to

children- “I attend this way, therefore it emerges that way” (Scharmer, 2010, p.5). Additionally, “a

positive sense of identity” (DEEWR, 2009, p.25) requires a healthy sense of self-worth leading to

healthy emotional wellbeing nurturing educators‟ feelings of acceptance, trust in others and

confidence in their professional and personal identity, impacting their capacities to engage in quality

ECEC provision as mandated in the NQS. Further, healthy emotional wellbeing requires a sense of

belonging established through relationships with others. Environments with higher educator to child

ratios support stronger attachments as more time is provided to engage with children to meet their

individual needs (ACECQA, 2016b; AEDC, 2013; COAG, 2009; Cumming, Sumsion & Wong, 2015;

Early Learning: Everyone Benefits, 2016). The regulatory burden of the NQS coupled with additional

demands including centre cleaning, completion of checklists and administrative tasks extraneous to

ECEC, reduces time to engage with children and impacts educators‟ capacities to meet the NQS

(ACECQA, 2013b). Additionally, this excessive workload results in burnout and turnover in services

(Jovanovic, 2013; Taylor & Millear, 2016; United Voice, 2014) leading to poor emotional wellbeing,

of which, job loss and change are key risk factors (Australian Institute of Health and Welfare (AIHW),

2015). Additionally, educator turnover in services reduces continuity of care impacting built

relationships and attachments with stakeholders. As children “rely on secure, trusting and respectful

relationships with the adults in their lives…[promoting] their wellbeing, self-esteem and sense of

security” (ACECQA, 2013a, p.119) collaborative relationships with children and families are

fundamental to quality care. Turnover hinders these relationships from occurring further impacting

educators‟ capacities to meet the NQS.




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Aims

This case study using co-constructed examination of dialogue with educators (Macfarlane & Cartmel,

2012) investigates educators‟ capacities to implement NQS mandates. The case study aims to include

examination of educator perspectives about implementation of the NQS to reveal strengths and

limitations potentially stimulating debate about quality care provision inclusive of practitioner

perspectives, knowledge, experience and expertise.

Methodology

This dialogic co-constructed case study utilised critical theory encompassing notions of power, equity

and social justice, postmodern theory recognising knowledge is socially constructed through

relationships, and social constructivism maintaining knowledge is constructed through social

environments (Bushe & Marshark, 2015). These concepts were utilised throughout the case study to

examine educator perspectives, and interpret and analyse collected data. This methodology generated

a subjective in-depth case study exploring notions of multiple „truths‟ through examination of the

daily lived experiences and subjective viewpoints of educators in the childcare service context

(Wahyuni, 2012). This provided a holistic and rich understanding of the complex real life social

phenomena in the service (Yin, 2012).

Participants were recruited from a privately owned low socio-economic culturally diverse suburban 65

place long-day care service in Australia. Nine female staff including 7 educators, 1 director, and a

nominated supervisor/provider were engaged at the service. The service had received a rating of

„working towards‟ under the NQS. Purposive sampling was used to invite the educators excluding the

provider and director. This small number of participants provided the opportunity for a greater level of

depth to the research reflecting the diverse views and experiences of educators (Liamputtong, 2011)

and in-depth examination of their service culture, social structures, practices and viewpoints. Their

qualifications and roles included unqualified (n=1 trainee), Certificate III in Children‟s Services (n=2

assistant educators), Diploma in Children‟s Services (n=3 lead educators) and Bachelor of Human

Movement (Education) (n=1 Early childhood teacher).

Data was gathered using three research instruments: 1) case study 2) semi-structured interviews and 3)

field notes. Educators‟ dialogue was gathered in semi-structured interviews utilising the Circle of

Change Revisited critical thinking model (Macfarlane & Cartmel, 2012). The interviews were audio

recorded, transcribed and analysed by the researcher to reveal findings (Myers, 2013). The researcher,

with 25 years experience in ECEC, was integrally engaged in the research process. Acknowledging

the researcher‟s own experience, and therefore bias and value judgment was intrinsically linked to this

research, detailed records of the researcher‟s involvement was recorded and identified in field notes

and transcripts (Carter & Little, 2007). Ethical approval was sought and approved prior to

commencement (Griffith University Human Ethics ID 10141). Interviews were conducted with seven

(n=7) participants encompassing 4 individual and 2 small group interviews and 1 COCR group

interview (n=4; 1 Bachelor & 3 Diploma qualified lead educators).

Findings

Findings were generated from analysis of the final group COCR conversation as a built relationship

had been established resulting in more reliable data. Critical analysis of educator dialogue reveals

eleven variables affecting educators‟ self-worth and subsequent emotional wellbeing- represented in




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Table 1 Prevalence of issues of concern by number of responses in dialogue with educators.

Overarching societal notions and expectations regarding young children, maternal care paradigms, the

role of educators, and economic and political agendas including workforce productivity (ABS, 2014;

Australian Government, 2015b; McDonald, Moore & Robinson, 2014; Rothman, Kelly, Raban, Tobin,

Cook, O‟Malley, Ozolins, & Bramich, 2012; SCRGSP, 2015) influence processes and practices

impacting educator‟s thinking, decision making and behaviours. Inadequate transparency and poor

communication in the case study service limits the information available between educators and the

ecological systems (Bronfenbrenner, 1994) that impact them. This transpires in educators being ill

informed. Resultant feelings of distrust, insecurity and vulnerability and low self-worth occur. These

engender a sense of disempowerment (Meadows et al, 2012) impacting educators‟ capacities to obtain

self-actualisation, high order decision-making and problem solving, imperative to engaging in critical

reflection, which is essential to implementation of the NQS.

Table 1: Prevalence of issues of concern by number of responses in dialogue with educators.

These eleven variables reveal a complex insight into educators‟ experiences, including a range of

organisational perspectives and practices beyond their control, impacting their capacities to engage in

quality practice reflective of the NQS in the case study service.

Discussion

The NQS require a high level of critical thinking by educators entailing engagement in efficient

abstract thinking, higher order notions and concepts, spontaneity and flexibility (Weinberg, 2015) as

occurs through self-actualisation (Maslow, 1970)- see figure 1 Maslow‟s hierarchy of needs adapted

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Prevalence of Issues of Concern for Educators




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for childcare educators. The variables identified in findings impede educators‟ capacities to reach self-

actualisation (Dedovic, 2011). Self-actualisation also fosters a sense of self-fulfillment and

achievement of one‟s full potential generated from a strong sense of self-worth (Maslow, 1970)

engendering a stronger sense of self and moderation of thinking and actions (Weinberg, 2015). A

positive sense of self-worth facilitates a sense of empowerment leading to healthy emotional wellbeing

fostering self-actualisation- see figure 1 that describes educator needs in providing a quality service

environment. These attributes are conducive to engaging with motivation and commitment potentially

reducing educator turnover and therefore maintaining continuity in the service enhancing quality

provision of ECEC improving outcomes for stakeholders. Thus, ensuring educators are provided

opportunity and environments for achieving self-actualisation is imperative to educators‟ capacities to

meet the NQS to a high standard.

Educatorprofessionalneedsimpactedby:· Time-constraints· Ratio-workload· Resources-Humanandcurriculum· Knowledgeandcompetence-Training,mentoring

andprofessionaldevelopment· Leadership

Educatorpersonalneedsimpactedby:• Sleep-Work/lifebalance• Rest-Workloadandexpectations• Food-Accesstoregularbreaksand

mealtimes• Homeostasis-Stress,driveand

motivationequilibrium

· SecurityofbodyandHealth-physicalworkload,lifting,cleaning

· Securityinemployment-Meetingrequirementsandexpectations

· Educatorvoice-fearofrepercussion

· Morality-Professionalethicsandphilosophy

• Criticalreflection• Socialjustice• Decision-making• Problemsolving

Relationships-· Peers,· Colleagues· Children· Families

· Hierarchicalrelationships

· Powerrelations

Communication

• Self-worth• Professional

Identity• Personalidentity

• SocialandemotionalCompetence

• Respectforselfandothers

Figure 1: Maslow’s hierarchy of educator needs. Adapted from Maslow (1970).

Additionally, Glasser‟s (2010) Choice theory identifies five innate needs underpinned by the primary

human need for relationships with oneself and others as central to wellbeing, with love and belonging

the most powerful drivers- as described in figure 2 Influences on educators‟ choices. Unmet needs

create discontent, lack of interest and motivation, and a sense of failure (Glasser, 2010). Further,

behaviour occurs to meet innate needs. Leverage of change requires recognition current behavior is not

meeting needs, change is more probable to meeting those needs, and choice exists over such change

(Glasser, 2010). Findings revealed choice, autonomy and collaborative decision-making were limited

in the service, which Meadows et al (2012) suggests engenders a sense of disempowerment leading to

disconnect, apathy, despondency and low self-worth creating a distorted image of ideal self, further

influenced by past experiences influences future goals and aspirations (Glasser, 2010). Choice more

readily leads to realisation of ideal self (self-actualisation) leading to higher quality ECEC provision as

educators are able to make more informed higher order decisions when a sense of high self-worth and

ideal sense of self exists.




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Figure 2: Influences on educators’ choices (Glasser). Image adapted and expanded from Lary (2013).

Further, holistic development, including self-actualisation is subject to the social worlds in which we

exist (Bronfenbrenner, 1994)- see figure 3 Ecological Systems Model for Childcare, which illustrates

how Bronfenbrenner (1917-2005) establishes the interrelatedness of differing social contexts. The

researcher adapted Bronfenbrenner‟s (1994) ecological systems model to the case study service

context to identify external influences within these systems impacting educators‟ capacities to meet

the expectations of the NQS. The manner in which these systems are experienced, interpreted and

choices applied impact how individuals develop within them (Bronfenbrenner, 1994). Each ecological

system beyond educators‟ themselves is directed by legislation or higher level decision-making,

including service practices and procedures, impacting their opportunity for choice. As choice is

necessary for realisation of the ideal self, educators‟ development of their ideal self and therefore their

capacities to reach self-actualisation is correlated to their experiences within these systems.

Figure 3: Ecological systems model for childcare. Adapted from Bronfenbrenner (1994).

Educator

Microsystem: Direct influences and

interactions of educators. Interpersonal networks,

Relationships and Communication,

Peers, Colleagues, Ancillary staff,

Students, volunteers, Provider

Educator: Individual influences

Gender, age, health, qualification,

experience, social/emotional

intelligence, knowledge/competence,

education and care philosophy,

values/beliefs/assumptions, taken-

for-granteds/paradigms

Exosystem: Service organisational environment

Policies, practices, procedures,

service philosophy, regulatory

bodies (ACECQA, DET,

OECEC), Service paradigms and

discourse, leadership,

management, service type, power

relations

Macrosystems: Features of

broader society Paradigms, gender notions, norms

and broader culture, economy,

federal mandates, policy agendas,

Federal legislation: NQF, NQS,

EYLF, WH&S, Child protection,

anti-discrimination, State

legislation: Education and care

services law and regulations, local government legislation

Mesosystem: Interactions between

Microsystems that directly influence educators Familial/cultural beliefs and practices,

community engagement, training/educational

institutions, professional development, life

experience, professional affiliations, external

social networks, hobbies/interests/ pursuits

REALWORLDExperienceddifferentlybyeach

person

PERCEIVEDWORLD

Thinkingassociatedwiththerealworld

QUALITYWORLD

Wants-Idealself

ImpactedbyBRAINFUNCTIONSENSORYINPUTINNATENEEDS:SurvivalBelongingPowerFreedomFun

Comparisonofthesetwoworldsinfluencesbehaviour-thinking,feeling,doingandphysiology




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Also significant is research of the default brain network, engaged when we are in a relaxed state of

thinking (Andrews-Hanna, Reidler, Huang, & Buckner, 2010; Ergas, 2014)- See figure 4 Image of

default activity and focused attention in the brain. It is often thought the mind is most inactive at these

times, however thinking is actually most active, predominately focusing on what is not happening and

significantly affecting emotional wellbeing, sense of identity, and behaviour (Killingsworth & Gilbert,

2010). “We actually „live in our minds,‟ within words, concepts, and thoughts…embedded…deeply in

our primordial workings” (Ergas, 2014, p.280).

Figure 4: Comparison of default mode and focused attention activity in the brain. Retrieved from http://www.iqmindware.com/wiki/focus-mind-wandering

Educators‟ feelings, and therefore thinking and behaviour, are attributable to the variables identified in

findings as they interpret their experiences through reprocessed thoughts encompassing infinite

variations of past memories and future imaginings (Andrews-Hannah et al, 2010). Therefore

educators‟ current experiences and responses are influenced by their reflections on their past

(Killingsworth & Gilbert, 2010). Current feelings of disconnect, apathy, low self-worth, a sense of

disempowerment and poor wellbeing are entrenched by historical undervaluing of educators (Brennan

& Adamson, 2014; Breunig, Gong & Trot, 2014; Cumming, Sumsion & Wong, 2015; Harwood et al,

2013; Kim, 2013; O‟Connor et al, 2014, United Voice, 2014; Yarrow, 2015b). Ramifications of this

are far reaching as these feelings not only impact educators‟ capacities to implement the NQS but

potentially increase their risk factors to poor mental health (AIHW, 2015; Corr et al, 2014). Perceived

social threat such as job insecurity and fear of reprisal, as identified in findings, is strongly associated

with chronic work stress and burnout leading to poor mental wellbeing (Dedovic, 2011) and high rates

of educator turnover (Brennan & Adamson, 2015; Cumming, Sumsion & Wong, 2015; Jovanovic,

2013; United Voice, 2014). Burnout is characterised by “exhaustion and diminished

interest…resulting from excessive occupational stress” (Katz, et al, 2016, p.99) causing emotional

fatigue, detached emotions, and feelings of diminished accomplishment. This is significant as ensuing

“indifferent and cynical attitudes” (Katz et al, 2016, p.99) create distance between educators and those

with whom they engage in the service, which is counter-intuitive to NQS expectations of positive,

respectful and collaborative relationships (ACECQA, 2013a).

Evidence of stress is indicated by elevated cortisol production in the brain. These levels

indicate the extent of a persons stress and emotional wellbeing (Corr et al, 2014) and cause varied

responses to demands and stressors (Dedovic, 2011) such as the variables identified in findings. ECEC




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is an emotional and demanding profession and educators “need to be equipped with strategies to cope

with its demands” (Katz et al, 2016, p.99). If emotional wellbeing is impaired, the ability to think

becomes impaired and engagement diminishes, whilst memory, problem solving, decision-making,

reasoning, creativity and information processing are compromised (Lewis and Webster, 2014; Meston,

2016). In the case study service educators displayed evidence of these traits through their dialogue.

Educators‟ discontent and disconnect with the service, inability to make clear decisions, inadequate

processing of information such as the NQS document content, and inability to cope with change

indicate the variables identified in findings contributes to educators‟ stress impacting their emotional

wellbeing and therefore thinking abilities. These circumstances contribute to limiting educators‟

capacities to engage in critical reflection, which requires high order thinking to meet NQS mandates.

Poor emotional wellbeing is linked to increased incidences of mental health concerns. Women,

comprising 94% of the childcare workforce, are twice as likely as men to be affected (ABS, 2009).

“Women‟s inferior social, economic and political status” (Hussain, 2010, p. 156) results in higher

levels of exploitation and control of women, including lower pay rates and socio-economic hardship

(Hussain, 2010). A higher gender risk, low socio-economic status and an emotionally complex work

environment potentially create a three-fold risk of mental health concerns for women engaged in

ECEC. Additionally, poor emotional wellbeing is linked to increased risk of substance abuse in

males (ABS, 2009) therefore emotional wellbeing impacts all those engaged in ECEC services.

Further, poor mental health is considered the most disabling of illnesses (Harvey, Sadhbh, Tan,

Johnson, Nguyen, Modini, & Groth, 2014) and is the third largest source of disease burden in

Australia impacting educational and occupational outcomes, and relationships (AIHW, 2015).

Disease burden is the impact of a health problem on society and how this impacts quality of life for

those affected (ABS, 2009). Increased risk factors of poor mental health have significant ramifications

for educators‟ capacities to remain long term in the childcare profession without impacts on their

quality of life (ABS, 2009; DSS & Pratt, 2015). This potentially impacts retention rates of educators,

continuity of care for children, and broader disease burden costs to society.

Educators and their profession are poorly valued by broader society and constantly strive to be seen as

more than maternal carers and nurturers (Foster, 2014; Harwood et al, 2013; Kim, 2013; O'Connor,

McGunnigle, Treasure, & Davie, 2014; Yarrow, 2015a). Scharmer (2016) asserts the importance of

talking to “the people without a voice who may be shut down or shut out by the dysfunctionality of the

current system” (p.362). This case study reveals lived experiences of educators to gain a sense of their

purpose, not just their job roles and responsibilities (Scharmer, 2016). Giving voice to educators‟

creates in-depth perspectives from practitioners in the field stimulating debate of current ECEC

provision, potentially improving quality and sustainability of services. Further research is warranted

to determine the extent of findings beyond the case study service. Additionally, enquiry into

alternative childcare funding models to enable a sustainable system conducive to meeting economic

and social agendas incorporating the needs of providers, educators, families and children is crucial to

the ongoing sustainability of quality childcare provision.

Conclusion

Quality childcare provision as defined in the NQS provides the most effective lifelong outcomes for

children. Life long learning starts at birth therefore the importance of getting it right from the start

impacts the life trajectory of every child, and therefore future society. The importance of educators to

these outcomes is paramount. Variables to educators‟ implementation of the NQS include social,

economic, political and organisational influences beyond their control. These impact educators‟

emotional wellbeing; a risk factor for mental health concerns. The requirement for educators‟ to

provide safe, respectful and emotionally stable environments for children and engage in emotionally

supportive relationships is only possible when educators possess a healthy emotional wellbeing.

Efficacious funding models, and improved societal view of maternal care and therefore the improved




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opinion of the value of educators has multi-faceted implications including economic and social

consequences. A balance of ECEC agendas incorporating broader social and economic needs, the

rights of children, and wellbeing of educators supports the sustainable provision of quality early

childhood education and care.




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