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  • The Victorian Early Years Learning and Development Framework: Managing change in a complex environment

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    Author(s)
    Garvis, Susanne
    Pendergast, Donna
    Twigg, Danielle
    Fluckiger, Bev
    Kanasa, Harry
    Phillips, Carmel
    Bishop, Maggie
    Lockett, Kerryn
    Leach, Darlene
    Griffith University Author(s)
    Pendergast, Donna L.
    Garvis, Susie M.
    Kanasa, Harry
    Year published
    2013
    Metadata
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    Abstract
    This article reports on an Educational Change Model originally developed for the middle years of schooling (Pendergast et al., 2005) and applied here to an Australian early childhood education reform initiative. The Victorian Early Years Learning and Development Framework (VEYLDF) was released in 2009 (DEECD and VCAA, 2009). Implementation of the VEYLDF was accompanied by a three-stage independent evaluation on early childhood professionals perceptions of implementation. According to the Educational Change Model, three distinct phases can be identified as individuals and groups move towards full implementation of reforms. ...
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    This article reports on an Educational Change Model originally developed for the middle years of schooling (Pendergast et al., 2005) and applied here to an Australian early childhood education reform initiative. The Victorian Early Years Learning and Development Framework (VEYLDF) was released in 2009 (DEECD and VCAA, 2009). Implementation of the VEYLDF was accompanied by a three-stage independent evaluation on early childhood professionals perceptions of implementation. According to the Educational Change Model, three distinct phases can be identified as individuals and groups move towards full implementation of reforms. The phases are: Initiation, Development, and Consolidation. Evaluation of initiatives delivered in the implementation of the VEYLDF against key elements of the Educational Change Model revealed that: critical model elements of visioning, policy development, stakeholder engagement and information dissemination were achieved at a high level; resources were developed for early childhood professionals to implement in a range of formats and mediums; the importance of leadership in educational change was recognised in the VEYLDF implementation; inhibitors and enablers to the implementation of the VEYLDF were identified in anticipation of the Development phase of the Educational Change Model.
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    Journal Title
    Australasian Journal of Early Childhood
    Volume
    38
    Issue
    2
    Publisher URI
    https://journals.sagepub.com/doi/abs/10.1177/183693911303800211
    Copyright Statement
    © 2013 Early Childhood Australia. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Education systems
    Early childhood education
    Specialist studies in education
    Applied and developmental psychology
    Publication URI
    http://hdl.handle.net/10072/55687
    Collection
    • Journal articles

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