Abstract
This chapter provides a brief overview of contemporary Western Australian early childhood education during a period of reform. It describes, through the lens of a University lecturer, the complexities early childhood teachers experience as they try to implement Australia's first national Early Years Learning Framework (EYLF) in a policy environment of Australia's first national curriculum (for students aged 5-17 years) and an already overcrowded state-education early years curriculum. It also considers how the lack of practical support for teachers is crippling the crusade for nationally consistent, high quality experiences and programs in children's education. Finally the chapter examines some leadership and advocacy. initiatives that can facilitate the early years reform agenda. In this chapter the term 'teacher' refers to those who have completed a University degree in early childhood education (ECE). The term 'educator', as identified in the EYLF, includes early childhood practitioners (working directly with children in early years settings) who do not have early childhood teacher/education University qualifications.