Mandatory Accreditation

1.4.1 Perceived Benefits of Mandatory Accreditation

The introduction of legislation for the mandatory accreditation of early childhood workers in Australia has a number of perceived benefits for the early childhood worker, and the early childhood sector as a whole. For the early childhood worker, added credibility, pro-fessionalism and status, with promised increased remuneration, benefits and promotion due to their increased knowledge, understanding and application of skills taught (Elliott, 2006). For the early childhood service in which they are employed improved status, cred-ibility and prestige as a result of the improved performance and professionalism of their staff (Elliott, 2006). For the early childhood sector added credibility,
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The concept of the ‘traditional University student’ being one who is enrolled full time in a University or higher educa-tional programme, without concurrent employment or high levels of family responsibility is no longer realistic (McInnis, James, Hartley, 2000; Watt & Patterson, 2000, pp.107-116). Attempting to meet the demands of work and family, in addition to taking on additional study commitments, has the potential of placing enormous strain on the physical and men-tal health of the early childhood worker.

The PSCA (2014), emphasises the importance of professional learning and development for all childcare workers, as essential for the delivery of high quality early childhood edu-cation and care. Recommending that professional learning, development and support, be linked with the National Quality Standard, to enable educators to engage in professional dialogue, which supports a deeper understanding of child development and early child-hood theory, thereby enhancing and improving practice (PSCA,
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It is set within a paradigmatic assumption; “an integrated cluster of substantive concepts, variables and problems attached with corresponding methodological approaches and tools” (Kuhn, 1962, p.44).

In undertaking this research study I have been influenced by my assumptions, opinions and beliefs with respect to the research topic, the theoretical framework and methodological approach I have employed, and to some extent the findings I expected to derive.
Using an interpretive approach to my research, I have focused on the experiences of the individual, and the meanings and behaviours derived from those experiences (Langdridge, 2007), which have been influenced by their “culturally derived and historically situated interpretations of the social world” (Crotty, 1998,

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