Looking back, looking forward: Changing contexts for early childhood education

As historians know, educational change is constant, and follows circuitous routes; rarely does it follow a linear pattern or input/output model and nowhere is this clearer than in early childhood education. Like other areas of education, the evolution of early childhood education has been dynamic with changing visions and goals reflecting national or local policy initiatives and social constructs, and in some cases imagining and foreshadowing change. From Colonial days, early childhood education has focused on aspects of child development and early learning as well as provision of support and care for children from poor or vulnerable families and/or those with working parents. Since the 1970s, the idea of increasing and supporting mothers’ workforce participation has been a key driver of policy initiatives around early childhood provision. Most recently, a strong educative focus is shaping policy and practice. These entwined themes are inherently important and are manifested in what is known as the ‘care /education divide’; as such they underlie considerable debate, confusion and tension around provision of early childhood education. This monograph based on the ANME Annual Lecture given in September 2016 reflects on the ways individuals, groups, networks, communities of practice, and organisations have informed, shaped and scaffolded the development of early childhood education and care services. It traces some of the tensions between competing priorities and the complex task of navigating the care /education divide. Only in the last decade or so, have traditional policy drivers and ‘grassroots’ initiatives at a local level been complemented by a strong evidence base around the value of early learning opportunities and more strategic long term planning. The paper is timely in the context of public interest in children’s development and welfare, major curriculum reform in early childhood, and rapidly changing and challenging social environments, including confronting reports about children in crisis due to neglect and abuse. It highlights ways in which growth in early childhood education and care has travelled hand in hand with the rhythm and flow of social and community change. Each change or initiative builds on previous changes so formation of the early childhood landscape, and especially curriculum and pedagogy has been gradual and incremental.