Editorial.(early childhood education in Australia)(Editorial)

WE ARE EXPERIENCING a time of financial uncertainty around the world and reflecting on the results of natural disasters nationally. It is remarkable that the focus on early childhood education is holding its own in maintaining a place on political, academic and community agendas. Plans for 'bridging gaps' from different perspectives should encourage a time of responsible reflection. It is essential that all early childhood professionals consider what assumptions are being made as plans emerge. This reflection should not create barriers but rather inform approaches to all aspects of development in our field. It is not a time to shy away from the complexities of early childhood education. It is a time to articulate what is really needed to make change to achieve the high expectations expressed in early childhood education and care agendas.

For example, we know that identifying and bridging the gaps for indigenous Australians is taking a huge amount of consideration as each task becomes increasingly complex. The complexity of improving representation of Indigenous childcare workers in the mainstream childcare workplace is described by Hutchins, Frances and Saggers. Achieving cultural safety requires more than commitment to cultural sensitivity. Culturally competent service systems which are shaped by valuing cultural differences and include flexible employment practices are key to achieving cultural safety, in addition, further attention is required to develop more appropriate content and new models of delivery of nationally endorsed training packages to acknowledge Indigenous knowledge, practices and contexts. Bringing authentic Australian Indigenous perspectives to other aspects of children's services is considered further in Hutchins, Frances and Saggers' next article. They report on consultations which clearly indicate that quality assurance systems need to embrace different definitions of quality and flexible designs.

The heralded plans for increased preschool education opportunities for children during the year before school, in Australia, connect to a set of assumptions. Dockett and Perry explore the concept of readiness for school as a relational construct. Through this discussion some of these assumptions are tested. Children's readiness for school through increased access to preschool education may well be enough to enhance success in the early years of school. However, sustained success against higher expectations will require attention to schools' readiness for children, and family and community supports.

Professionalism and education pathways for achieving early childhood qualifications are part of many conversations related to achieving the workforce needed for the rapidly evolving Australian early ...