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Child observation is a critical component of quality pedagogy in early childhood education and care (ECEC). The ORICL (Observe, Reflect, Improve Children's Learning) tool was co-designed by ECEC researchers, policymakers, leaders, and practitioners to support this work. Educators rate the experiences of individual children, and responses of educators and peers on 118 items across five domains. In this study of the utility of ORICL, the tool was used by 21 educators across 12 ECEC services for a total of 66 children. Descriptive statistical analyses were used to determine how educators used the full range of the ORICL rating scale, and the psychometric properties of the tool were explored. Findings suggest that the ORICL items can be readily observed and rated by educators for children aged under 3 years, the rating scale is appropriate, and there is early evidence to support the domain structure of the tool.

Despite the acknowledged complexity and time pressures of early childhood educators' work, very few studies have examined the nature of this work, minute-by-minute, over the working day. This paper reports on data gathered through 10,155 time-use diary (TUD) records provided by 321 educators participating in the Exemplary Early Childhood Educators at Work Australian Research Council Linkage Project. Participants were recruited from preschool/kindergarten and long day care centres that had achieved a rating of Exceeding the Australian National Quality Standard on all seven Quality Areas. Analyses of this extensive dataset illustrate the rhythm and diversity of educators' work across a typical day and identify the similarities and differences in worktime distributions for educators working in preschool vs. long day care settings, and for educators with different qualifications and positional responsibilities. The findings suggest differential allocations of worktime that raise important considerations for achieving high quality early childhood education and care services.

Despite the acknowledged complexity of early childhood educators' work, little is documented about how early childhood educators actually spend their time at work. A typical way of studying time at work is through the use of time-use diaries. Recent developments have shown the benefits of using randomized sampling electronic time-use diaries. This paper reports on the development and useability testing of a random time sampling (RTS) time-use smart-phone application to capture the work of educators, the first time such a method has been used in early childhood settings. Descriptive analyses were conducted of time use data collected from 20 Australian early childhood educators. Seventeen went on to participate in follow-up focus groups / interviews, which were thematically analysed. The paper demonstrates the capacity of RTS apps to gather accurate and useful data about educators' work, and points to the acceptability of this method to educators, and its manageability within early childhood settings. Limitations of the method, including, participant buy-in, design and technical requirements, and cost, are also highlighted.

Researchers of early childhood educators' practice have noted the usefulness of applying various conceptual and methodological resources to create accounts of complexity. This article contributes to an under-researched area, providing evidence of multi-tasking and task rotation as aspects of the complexity of early childhood educators' practice. The data regarding these aspects were generated in 46 focus groups conducted with 111 directors, teachers and assistants working in Australian early childhood education and care services. Findings of the thematic analysis of focus group data suggest that for participants, multi-tasking and task rotation were considered an integral and regular aspect of practice. Participants also described a range of ways services had to make these sometimes-challenging aspects of practice work for themselves, children and families. This article concludes with suggestions for making multi-tasking and task rotation more manageable through shared understandings and the creation of enabling conditions within early childhood work environments.

The Australian Government's (2022) Preschool Reform Funding Agreement and initiatives by state governments aim to lift enrolment and maximise the benefits of early childhood education (ECE) in the year before school. The Agreement is particularly relevant for children and families from vulnerable and disadvantaged backgrounds, many of whom do not utilise the annual attendance target of 600 hours available to every child. Children's enrolment and daily attendance records are key to understanding participation in ECE, but few studies or government reports have examined this information in detail. Drawing on administrative records provided by 19 long day care and preschool centres/schools in areas of socio-economic disadvantage, we analysed weekly attendance for 971 preschool-aged children over four 10-week terms. Results for the 'percentage of enrolled days' attended (M = 88%) and 'total hours' attended (M = 576 h) approached the target but differed for children enrolled in preschool versus long day care.

This study assessed the impact of structural characteristics on quality rating and improvement systems (QRIS) outcomes in an Australian national study. Data from the Australian Children's Education and Care Quality Authority (ACECQA) repository of National Quality Standard (NQS) ratings were used to identify long day care services that had improved from Working Towards NQS to Meeting or Exceeding NQS or had no change over two assessments. QRIS outcomes were examined for state/territory jurisdiction, urban-rural location, community socio-economic status, type and size of provider organisation, centre size and stability of centre owner/provider using multinomial logistic regression analyses. Controlling for jurisdiction, results showed that improvement to Meeting NQS was more likely for not-for-profit versus for-profit providers and for large multi-site provider organisations versus small, stand-alone providers. Improvement to Exceeding NQS was also associated with not-for-profit and larger provider organisations, as well as larger versus smaller centres, and centres that had stable ownership.