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In Australia, positional leadership in the Early Childhood (EC) sector is flourishing propelled by legislative obligations connected with the implementation of the National Quality Framework (ACECQA 2011a) requiring the employment of educational leaders in EC centres. This paper explores the preparation of EC leaders through postgraduate coursework studies at a masters level based on a content analysis of course information dealing with leadership and management of EC settings. Currently, there is limited research based evidence on the formal preparation of these educational leaders. Australian universities offer a range of coursework masters degrees focusing on educational leadership studies. The plethora of options available is confusing for those seeking employment as an educational leader in the EC sector. Findings reported in this paper provoke discussion about the relevance of postgraduate studies for advancing leadership capacity necessary in the EC sector.

In this article, we propose to critique the way in which a hegemonic understanding of quality in early childhood settings is imposed upon practitioners, families and children through legislated quality assurance processes. The reality of neoliberalism is played out in the establishment and maintenance of the Australian early childhood quality assurance processes as they operate up to 2015, and the definition of approved qualifications for those working in early childhood. In both cases a tightly defined, top-down approach is used to assure quality. This has the effect of limiting flexibility and de-professionalising the work of early childhood professionals. It is our contention that in this neoliberal climate, early childhood practitioners have failed to construct their arguments in ways that could be better understood by outsiders to the profession; instead they are focusing on how best to be compliant. Challenging these hegemonic positions may even be perceived as being 'anti-quality' and not in the best interests of the early childhood sector. We analyse the current context in Australia (which reflects international trends) and explore possible strategies to re-empower the early childhood profession.

There is international recognition of the importance of high quality services for young children with a consensus that three pillars contribute to quality improvement: adult: child ratios, staff qualifications and group size. In Australia over the past 5 years, early childhood policy has attempted to drive improvements in early childhood service quality through national regulations for both adult: child ratios and qualifications. However, a review of early childhood history demonstrates that service quality in the past tended to depend more on the dedication of staff who were expected to be emotionally rewarded through their caring roles rather than from the pay and status associated with their work. The current political direction in Australia is now tending again towards this latter position. We review the literature associated with both positions in relation to quality improvement and flag our concerns for the future.

When reflecting on their experiences with children from lesbian‐parented families, 64 childcare centre directors in Victoria, Australia indicated that explicit programs, policies or resources of support were absent in their centres. Importantly, participants' pre‐ and post‐professional education either ignored or superficially addressed lesbian matters. This may explain the limited nature of inclusion of lesbian matters in early childhood education. Of note, is the pervasive nature of 'truths' upheld by educators. That is, in the Foucauldian sense these educators perceived lesbian families as being the 'same' as heterosexual families. Despite the considerable shifts in professional attitudes and 'truths' about sexuality, the Foucauldian silences were being reinforced in everyday practice as evidenced by the reference to 'raised eyebrows' by participants when this silence about sexuality was threatened.

Despite the relevance of early childhood services to children, families and nation states, the sector is largely undervalued and under resourced and, is not recognised as an established profession. Using collaborative auto ethnography, researchers from six different countries (Australia, Chile, England, Germany, Ireland and the United States) all members of the EECERA Professionalisation Special Interest Group (P-SIG) share their reflections on the professionalisation of early childhood. While professionalisation is associated with discretionary decision making that is premised upon an accepted body of knowledge, neoliberalism imposes constraints from on top, identifying through various forms of curricula, legislated standards, and policies what is appropriate and desirable practice. As a consequence, early childhood personnel are restricted in their professional agency and, their work is characterised by tension, as they strive to balance external expectations from a neoliberal stance and their own perspectives that prioritise a children's rights perspective. This paper questions how the sector manages the constraints imposed on it in a neoliberal political and social world. It calls upon those in the profession to resist neoliberalism and, to make a stand in terms of what is considered best practice. It further argues that ongoing debate is required as to the boundaries of what would be called the early childhood profession: considerations of ways in which the different sectors (education, health, and welfare) contribute to a holistic approach in working with children balanced against the requirement for a profession to have an identified and discrete body of knowledge. The implications of this for professionalisation of early childhood are widespread and, worthy of debate. While the inclusion of different sectors for example, addresses the holistic nature of early childhood work, it risks creating a broad and diffused knowledge base that might make it difficult to claim professionalisation. We hope that this paper contributes to reenergizing conversations on the professionalisation of the early childhood sector.