Sandra Hesterman

The aim of this qualitative research is to investigate the tensions that exist when educators, seeking a paradigm shift from focusing on individualistic developmental programming of literacy instruction to recognising the socially constructed nature of learning literacy, do so in an education system unreceptive to cultural and linguistic diversity. Western Australia leads the nation in universal access to Early Childhood Education (ECE), however, this does not mean that high quality programmes are provided (Hesterman, 2014). On entry to school, children’s rich and diverse ways of knowing, thinking and doing are increasingly overlooked by educators as they prepare children for standardised achievement tests (Jay, Hesterman & Knaus, 2014). Theoretically, the paper applies a social constructivist approach to examine educators' understanding of quality curriculum and assessment within the context of universal access to ECE. This project investigates notions of ‘quality’ from the perspective of ten early childhood educators. Yielding rich descriptive data collected during semi-structured interviews, findings suggest that universal access to ECE is followed by universal ‘teaching to the test’. The study adheres to the ethical principles, values and behaviours set by the Murdoch University Code of Ethics (2010). Principles of justice, respect and responsible care have guided this research project. The design of learning programmes has changed to match the narrowly defined developmental pathway represented in standardised tests. This has implications for the rights of the child. Back-to-basics-teaching ‘intensity’ for the purposes of ‘hurrying the child’ raises serious questions concerning the educational cost of universal access to ECE.

The teacher education unit Early Childhood Learning Environments offers student teachers the opportunity to examine a range of theoretical perspectives, key concepts and contemporary issues related to the design of early childhood learning environments that promote children's learning. Unit learning objectives include identifying keywords and metaphors used to identify desirable characteristics of an early years learning environment, developing skills in designing provocations that promote multiliteracies, and reflecting upon a range of educational activities that can build children's awareness and respect towards the natural environment. One assessment component requires the student teachers to collaborate in small groups to design and share online PowerPoint presentations of a provocation made from recycled materials that can be readily integrated in an early childhood learning environment and addresses the new National Quality Standard for early childhood education and care (Quality Area 3: Physical Environment). This presentation will examine the learning processes involved when designing, developing and evaluating an authentic online educational assessment.

Australian school teachers currently face many dilemmas about global technological change and national curriculum reform. It is now imperative to equitably promote literacy for 21st century futures against the backdrop of an increasingly divisive and market driven educational environment. The new national curriculum requires all primary teachers to provide learning experiences with 'multimodality', a concept arising from expanded notions of literacy in a digital world (New London Group, 1996). Yet, it is not clear how teachers might attempt this, when new terminology is dissociated from theory in curriculum documents, and professional learning is dominated by a print-focused standardised assessment regime. This qualitative case study explores how a 'multiliteracies book club' can support the collective literacy learning of a group of primary teachers from low socio-economic schools. Aiming to generate participatory approaches to professional learning and knowledge building, the study integrates a framework of multiliteracies (New London Group, 1996) and communities of practice (Wenger, 1998). Critical discourse analysis is expected to reveal emergent multiliteracies' perspectives and knowledge, scaffolded within a community of practice. Keywords: multiliteracies; community of practice; professional learning