Joy Goodfellow
Macquarie University
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Higher Education Research & Development | 2004
Jennifer Sumsion; Joy Goodfellow
This article describes processes involved in a curriculum mapping exercise that constituted the first phase of a project aimed at furthering the integration of generic skills in a Bachelor of Education (Early Childhood) program. The purpose of the mapping exercise was to identify the generic skills currently fostered in the program, and those that appear to be overlooked. The article draws attention to the complexity of issues associated with curriculum mapping and highlights the need to refine the somewhat simplistic curriculum mapping techniques advocated in much of the existing literature. The centrality of collegial dialogue to curriculum mapping if it is to lead to curriculum change is also emphasized.
Journal of Education Policy | 2008
Marianne Fenech; Jennifer Sumsion; Joy Goodfellow
This article problematises the construction of regulation as an effective manager of risks to children in early childhood education and care (ECEC) services. Adopting a Foucaldian, governmentalist approach to regulation and risk, the authors suggest that governments in Australia have ‘risk colonised’ regulation to meet their own interests rather than make effective use of regulation as a mechanism for quality assurance. They propose that the risk colonising of regulation has not effectively addressed societal risks to children in ECEC services, and has generated its own risks to quality standards through a preoccupation with institutional risk. In these ways, ‘the laugh of Foucault’ resounds in the regulation of ECEC services.
Contemporary Issues in Early Childhood | 2005
Joy Goodfellow
A recent study of grandparents who were caring for their young grandchildren on a regular basis has prompted an examination of what appears to be a paradox surrounding the provision of childcare services within Australia. The paradox reflects concerns surrounding the balance between a commitment to high-quality childcare services for children and families and the means by which this may be achieved. The choice that grandparents made to care for their grandchildren in caring and loving environments reflects a humanistic perspective. However, some grandparents raised concerns about what may be considered to be a property view of the child that places childcare within the context of a competitive marketplace. This article explores these issues using terminology drawn from the marketplace to traverse what appears to be an abyss between a business orientation and more humanistic approaches to early childhood education. Following the introduction of the paradox and an examination of market characteristics, the article concludes with questions about who the childcare consumer is, a consideration of approaches to consumer protection and reflections on childcare provision.
Early Child Development and Care | 2008
Marianne Fenech; Jennifer Sumsion; Greg Robertson; Joy Goodfellow
This article extends current understandings of sources of job (dis)satisfaction for childcare staff by investigating the hypothesis that early childhood professionals’ satisfaction with regulatory requirements is a predictor of job satisfaction. Findings show that for early childhood professionals in New South Wales, Australia, satisfaction with the regulatory environment is related to the extent these requirements are perceived to support autonomous professional practices conducive to quality care. Considerable dissatisfaction with regulatory requirements was found among study participants. Nonetheless, this level of dissatisfaction did not predict job (dis)satisfaction. The lack of correlation may be indicative of the study’s sample, however, and does not preclude a greater connection between the two constructs. Implications of a possible nexus between job satisfaction and satisfaction with regulatory requirements are discussed, and further research is called for.
Early Child Development and Care | 2007
Marianne Fenech; Greg Robertson; Jennifer Sumsion; Joy Goodfellow
The regulatory environment in which long daycare centres are required to operate plays a key role in determining what early childhood professionals do and how they go about doing it. This paper reports findings from a state‐wide survey undertaken in New South Wales, Australia, which shows how early childhood professionals position themselves on four key aspects of the regulatory environment: the premises underlying regulatory requirements; its perceived support of them as professionals to provide quality care; how state regulations and the national accreditation system impact upon their daily practice; and the way these audit systems affect their professional esteem. Implications for job satisfaction are discussed. The paper concludes by asserting that regulatory requirements need to be evaluated in terms of their contribution to structural, process, contextual and work environment dimensions of quality.
Journal of Education for Teaching | 2000
Joy Goodfellow; Jennifer Sumsion
Australian Journal of Early Childhood | 2006
Marianne Fenech; Jennifer Sumsion; Joy Goodfellow
Australian Journal of Early Childhood | 2001
Joy Goodfellow
Australian Journal of Early Childhood | 2003
Joy Goodfellow
Archive | 2011
Jennifer Sumsion; Linda Harrison; Frances Press; Sharynne McLeod; Joy Goodfellow; Benjamin Bradley