Understanding reform discourses in complex times of change: Positions and practices of early childhood professionals from Victorian kindergarten settings

Australian early childhood education has faced a series of change and reform since 2009, including the introduction and later revisions of key curriculum and quality frameworks, increased qualifications, shifting theoretical knowledge and pedagogies, and challenges from the COVID-19 pandemic. Consequently, early childhood professionals [ECPs] have been confronted with a succession of substantial changes impacting their professional practice. This paper reports on a qualitative, post-structural study identifying workplace and learning discourses as key influences for the reform engagement of 11 ECPs from kindergarten settings in Victoria, Australia. Foucaludian Discourse Analysis [FDA] revealed specific subjective positions and discursive practices among participants. Recommendations are offered to address issues related to the uptake of reform initiatives. It is anticipated that these findings may generate greater opportunities to support our existing, emerging and future generations of early childhood professionals as they lead the transformation of early childhood education and transition through complex times of uncertainty.