References
- Ailwood, J. (2007). Mothers, teachers, maternalism and early childhood education and care: Some historical connections. Contemporary Issues in Early Childhood, 8(2), 157–165. doi: 10.2304/ciec.2007.8.2.157
- Albers, E., Risken-Walraven, J. M., & deWeerth, C. (2007). Infants’ interactions with professional caregivers at 3 and 6 months of age: A longitudinal study. Infant Behavior and Development, 30, 631–640. doi: 10.1016/j.infbeh.2007.03.006
- Alvestad, T., Bergem, H., Eide, B., Johansson, J.-E., Os, E., Pálmadóttir, H., … Winger, N. (2014). Challenges and dilemmas expressed by teachers working in toddler groups in the Nordic countries. Early Child Development and Care, 184(5), 671–688. doi: 10.1080/03004430.2013.807607
- Andrew, Y., & Newman, B. (2012). The value of childcare: Class, gender and caring labour. Contemporary Issues in Early Childhood, 13(3), 242–247. doi: 10.2304/ciec.2012.13.3.242
- Angus, D., Rintel, S., & Wiles, J. (2013). Making sense of big text: A visual-first approach for analysing text data using Leximancer and Discursis. International Journal of Social Research Methodology, 16(3), 261–267. doi: 10.1080/13645579.2013.774186
- Australian Government Productivity Commission (AGPC). (2015). Childcare and early childhood learning. Retrieved from http://www.pc.gov.au/inquiries/completed/childcare/report
- Bilton, H., & Waters, J. (2017). Why take young children outside? A critical consideration of the professed aims for outdoor learning in the early years by teachers from England and Wales. Social Sciences, 6(1), 1–16. doi: 10.3390/socsci6010001
- Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. doi: 10.3316/QRJ0902027
- Bradbury, A. (2012). ‘I feel absolutely incompetent’: Professionalism, policy and early childhood teachers. Contemporary Issues in Early Childhood, 13(3), 175–186. doi: 10.2304/ciec.2012.13.3.175
- Braun, V., & Clark, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi: 10.1191/1478088706qp063oa
- Brennan, D. (1998). The politics of Australian child care: Philanthropy to feminism and beyond. Melbourne: Cambridge University Press.
- Brennan, D. (2007). The ABC of child care politics. Australian Journal of Social Issues, 42(2), 213–225. doi: 10.1002/j.1839-4655.2007.tb00050.x
- Bridge, C. (2013). Australia, Britain and the British Commonwealth. In A. Bashford & S. Mcintyre (Eds.), The Cambridge history of Australia. The commonwealth of Australia (Vol. 2, pp. 518–536). Cambridge: Cambridge University Press. doi: 10.1017/CHO9781107445758.053
- Brooker, L., Rogers, S., Ellis, D., Hallet, E., & Roberts-Holmes, G. (2010). Practitioners’ experiences of the Early Years Foundation Stage. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/181479/DFE-RR029.pdf
- Brownlee, J., Berthelsen, D., & Segaran, N. (2009). Childcare workers’ and centre directors’ beliefs about infant childcare quality and professional training. Early Child Development and Care, 179(4), 453–475. doi: 10.1080/03004430701217688
- Bryant, C. G. A. (2006). The nations of Britain. Oxford: Oxford University Press.
- Canella, G. (1997). Deconstructing early childhood education: Social justice and revolution. New York, NY: Peter Lang.
- Crofts, K., & Bisman, J. (2010). Interrogating accountability. Qualitative Research in Accounting & Management, 7(2), 180–207. doi: 10.1108/11766091011050859
- Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care (2nd ed.). London: Routledge.
- Dalli, C. (2016). Tensions and challenges in professional practice with under-threes: A New Zealand reflection on early childhood professionalism as a systemic phenomenon. In E. J. White & C. Dalli (Eds.), Under-three year olds in policy and practice (pp. 115–129). Singapore: Springer.
- Degotardi, S. (2010). High-quality interactions with infants: Relationships with early-childhood practitioners’ interpretations and qualification levels in play and routine contexts. International Journal of Early Years Education, 18(1), 27–41. doi: 10.1080/09669761003661253
- Degotardi, S., & Davis, B. (2008). Understanding infants: Characteristics of early childhood practitioners’ interpretations of infants and their behaviours. Early Years, 28(3), 221–234. doi: 10.1080/09575140802393686
- Degotardi, S., & Pearson, E. (2014). Relationship worlds of infants and toddlers: Multiple perspectives from early years theory and practice. Milton Keynes: McGraw-Hill Education.
- Department for Education (DfE). (2017). Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five (EYFS). London: Author. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf
- Department of Education Employment and Workplace Relations (DEEWR). (2009). Belonging, being & becoming: The early years learning framework for Australia. Canberra: Author. Retrieved from http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
- deShipper, E. J., Risken-Walraven, J. M., & Guerts, S. E. (2006). Effects of child? Caregiver ratio on the interactions between caregivers and children in child-care centers: An experimental study. Child Development, 77(4), 861–874. doi: 10.1111/j.1467-8624.2006.00907.x
- Elfer, P. (2006). Exploring children’s expressions of attachment in nursery. European Early Childhood Education Research Journal, 14(2), 81–95. doi: 10.1080/13502930285209931
- Elfer, P, & Page, J. (2015). Pedagogy with babies: Perspectives of eight nursery managers. Early Child Development and Care, 185(11–12), 1762–1782. doi: 10.1080/03004430.2015.1028399
- Garvis, S., & Manning, M. (2015). Do master early childhood teacher education programs provide adequate coverage of infants and toddlers? A review of content. Australian Journal of Teacher Education, 40(8), 164–175. doi: 10.14221/ajte.2015v40n8.10
- Goelman, H., Forer, B., Kershaw, P., Doherty, G., Lero, D., & LaGrange, A. (2006). Towards a predictive model of quality in Canadian child care centers. Early Childhood Research Quarterly, 21, 280–295. doi: 10.1016/j.ecresq.2006.07.005
- Goouch, K., & Powell, S. (2013). Orchestrating professional development for baby room practitioners: Raising the stakes in new dialogic encounters. Journal of Early Childhood Research, 11(1), 78–92. doi: 10.1177/1476718X12448374
- Goouch, K., & Powell, S. (2016). Babyroom workers: Care in practice. In W. E. Jayne & C. Dalli (Eds.), Under-three year olds in policy and practice (pp. 143–157). Singapore: Springer.
- Greenman, J., Stonehouse, A., & Schweikert, G. (2008). Prime times: A handbook for excellence in infant and toddler programs. St Paul, MN: Redleaf Press.
- Grieshaber, S., & Canella, G. 2001). Embracing identities in early childhood education: Diversity and possibilities. New York, NY: Teachers College Press.
- Howes, C., Hamilton, C. E., & Philipsen, L. C. (1998). Stability and continuity of child-caregiver and child-peer relationships. Child Development, 69, 418–426. doi: 10.1111/j.1467-8624.1998.tb06199.x
- Hyndman, B., & Pill, S. (2017). The curriculum analysis of senior education in physical education (CASE-PE) study. Curriculum Perspectives, doi: 10.1007/s41297-017-0020-z
- Jóhannesson, IÁ, Norðdahl, K., Óskarsdóttir, G., Pálsdóttir, A., & Pétursdóttir, B. (2011). Curriculum analysis and education for sustainable development in Iceland. Environmental Education Research, 17(3), 375–391. doi: 10.1080/13504622.2010.545872
- Kyriacou, C., Ellingsen, I. T., Stephens, P., & Sundaram, V. (2009). Social pedagogy and the teacher: England and Norway compared. Pedagogy, Culture & Society, 17(1), 75–87. doi: 10.1080/14681360902742902
- Lee, S. Y. (2006). A journey to a close, secure, and synchronous relationship. Journal of Early Childhood Research, 4(2), 133–151. doi: 10.1177/1476718X06063533
- Li, W., Farkas, G., Duncan, G. J., Burchinal, M. R., & Vandell, D. L. (2013). Timing of high-quality child care and cognitive, language, and preacademic development. Developmental Psychology, 49(8), 1440–1451. doi: 10.1037/a0030613
- Manlove, E. E., Vazquez, A., & Vernon-Feagans, L. (2008). The quality of caregiving in child care: Relations to teacher complexity of thinking and perceived supportiveness of the work environment. Infant and Child Development, 17, 203–222. doi: 10.1002/icd.547
- McDowall Clark, R., & Baylis, S. (2012). ‘Wasted down there’: Policy and practice with the under-threes. Early Years, 32(2), 229–242. doi: 10.1080/09575146.2011.652939
- Millei, Z., & Sumsion, J. (2011). The ‘work’ of community in belonging, being and becoming: The early years learning framework for Australia. Contemporary Issues in Early Childhood, 12(1), 71–85. doi: 10.2304/ciec.2011.12.1.71
- Ministry of Education Te Tahuhu o te Matauranga (MOE). (1996). Te Whàriki. He Whàriki Màtauranga mò ngà Mokopuna o Aotearoa Early Childhood Curriculum. Wellington, NZ: Learning Media. Retrieved from www.education.govt.nz/assets/Documents/Early-Childhood/te-whariki.pdf
- Ministry of Education Te Tahuhu o te Matauranga (MOE). (2017). Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa. Early childhood curriculum. Wellington: Ministry of Education Te Tahuhu o te Matauranga. Retrieved from http://www.education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf
- National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network. (2000). The relation of child care to cognitive and language development. Child Development, 71, 960–980. doi: 10.1111/1467-8624.00202
- National Scientific Council on the Developing Child (NSCDC). (2004). Young children develop in an environment pf relationships. Working paper No. 1. Retrieved from http://developingchild.harvard.edu/wp-content/uploads/2004/04/Young-Children-Develop-in-an-Environment-of-Relationships.pdf
- Newberger, J. (1997). New brain development research-A wonderful opportunity to build public support for early childhood. Young Children, 52, 4–9.
- Nutall, J., & Edwards, S. (2007). Theory, policy and practice: Three contexts for the development of Australasia’s early childhood curriculum documents. In L. Keesing-Styles & H. Hedges (Eds.), Theorising early childhood practice: Emerging dialogues (pp. 3–26). Castle Hill: Pademelon Press.
- Organisation for Economic Co-operation and Development (OECD). (2007). Understanding the brain: The birth of a learning science. Retrieved from http://www.oecd.org/site/educeri21st/40554190.pdf
- Organisation for Economic Co-operation and Development (OECD). (2015). Starting Strong IV: Monitoring quality in early childhood education and care. Retrieved from http://www.sel-gipes.com/uploads/1/2/3/3/12332890/2015_-_ocde__-_starting_strong_iv_monitoring_quality_in_early_childhood_education_and_care.pdf
- Ortlipp, M., Arthur, L., & Woodrow, C. (2011). Discourses of the early years learning framework: Constructing the early childhood professional. Contemporary Issues in Early Childhood, 12(1), 56–70. doi: 10.2304/ciec.2011.12.1.56
- Osgood, J. (2006a). Deconstructing professionalism in early childhood education: Resisting the regulatory gaze. Contemporary Issues in Early Childhood, 7(1), 5–14. doi: 10.2304/ciec.2006.7.1.5
- Osgood, J. (2006b). Rethinking ‘professionalism’ in the early years: Perspectives from the United Kingdom. Contemporary Issues in Early Childhood, 7(1), 1–4. doi: 10.2304/ciec.2006.7.1.1
- Osgood, J. (2010). Reconstructing professionalism in ECEC: The case for the ‘critically reflective emotional professional’. Early Years, 30(2), 119–133. doi: 10.1080/09575146.2010.490905
- Page, J. (2011). Do mothers want professional carers to love their babies? Journal of Early Childhood Research, 9(3), 310–323. doi: 10.1177/1476718X11407980
- Page, J. (2016). Educator’s perspectives on attachment and professional love in early years settings in England. In E. J. White & C. Dalli (Eds.), Under-three year olds in policy and practice (pp. 131–142). Singapore: Springer.
- Page, J., Clare, A., & Nutbrown, C. (2013). Working with babies and children: From birth to three (2nd ed.). London: Sage.
- Parsons, R., & McKenna, B. J. (2005). Constructing social responsibility in mining company reports. Paper presented at the International conference on critical discourse analysis: Theory into research, University of Tasmania, Launceston. http://195.130.87.21:8080/dspace/bitstream/123456789/262/1/Parsons20&20McKenna-constructing20social20responsibility.pdf
- Poser, C., Guenther, E., & Orlitzky, M. (2012). Shades of green: Using computer-aided qualitative data analysis to explore different aspects of corporate environmental performance. Journal of Management Control, 22(4), 413–450. doi: 10.1007/s00187-011-0147-2
- Powell, S., & Gooch, K. (2012). Whose hand rocks the cradle? Parallel discourses in the baby room. Early Years, 32(2), 113–127. doi: 10.1080/09575146.2012.687865
- Richards, L. (2005). Handling qualitative data. London: Sage.
- Rockel, J. (2009). A pedagogy of care: Moving beyond the margins of managing work and minding babies. Australasian Journal of Early Childhood, 34(3), 1–8.
- Rooney, D., McKenna, B., & Barker, J. R. (2011). History of ideas in management communication quarterly. Management Communication Quarterly, 25(4), 583–611. doi: 10.1177/0893318911405623
- Shore, R. (1997). Rethinking the brain: New insights into early development. New York: Families and Work Institute.
- Sims, M. (2009). Neurobiology and child development: Challenging current interpretations and policy implications. Australasian Journal of Early Childhood, 34, 36–42.
- Smith, A. E., & Humphreys, M. S. (2006). Evaluation of unsupervised semantic mapping of natural language with Leximancer concept mapping. Behavior Research Methods, 38(38), 262–279. doi: 10.3758/BF03192778
- Spodek, B., & Saracho, O. N. (2003). “On the shoulders of giants”: Exploring the traditions of early childhood education. Early Childhood Education Journal, 31(1), 3. doi: 10.1023/A:1025176516780
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. London: Sage.
- Sumsion, J. (2016). Provision for ‘under 3s’ in Australian early childhood education and care policy commitments: A metaphorical canary in the coal mine? In E. J. White & C. Dalli (Eds.), Under-three year olds in policy and practice (pp. 205–216). Singapore: Springer.
- Sumsion, J., Barnes, S., Cheeseman, S., Harrison, L., Kennedy, A., & Stonehouse, A. (2009). Insider perspectives on developing belonging, being and becoming: The early years learning framework for Australia. Australasian Journal of Early Childhood, 34(4), 4–13.
- Sumsion, J., & Harrison, L. (2014). Introduction: Exploring lived spaces of infant-toddler education and care. In L. Harrison & J. Sumsion (Eds.), Lived spaces of infant-toddler education and care (pp. 1–16). New York, NY: Springer.
- Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2009). Early childhood matters: Evidence from the effective pre-school and primary education project. London: Routledge.
- Taggart, G. (2011). Don’t we care? The ethics and emotional labour of early years professionalism. Early Years, 31(1), 85–95. doi: 10.1080/09575146.2010.536948
- Taggart, G. (2016). Compassionate pedagogy: The ethics of care in early childhood professionalism. European Early Childhood Education Research Journal, 24(2), 173–185. doi: 10.1080/1350293X.2014.970847
- Te One, S. (2003). The context for Te Whāriki. In J. G. Nuttall (Ed.), Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice (pp. 17–49). Wellington: New Zealand Council for Educational Research.
- University of Queensland (UQ). (2011a). Leximancer 4. Brisbane: Author. Retrieved from https://www.leximancer.com/
- University of Queensland (UQ). (2011b). Leximancer Manual. Version 4. Brisbane: Author. Retrieved from https://www.leximancer.com/
- Wharton, C. (2011). Document analysis. In V. Jupp (Ed.), The SAGE dictionary of social research methods (pp. 80–81). London: Sage. doi: 10.4135/9780857020116
- Winter, P. (2010). Engaging families in the early childhood development story. In Early Childhood Development and Youth Affairs. Canberra: Ministerial Council for Education.