Optimising the quality of long day care: Early childhood teachers' perceptions of the impact of regulation

本研究将调查长期日托教师的看法，累积影响的法定，监管和其他外部确定的要求，他们的能力，提供必要的幼儿的福祉，发展和健康的生活开始的护理质量。通过征求教师的意见，如何解决越来越多的关注平衡公众问责和专业自主权，研究认识到他们的潜力，积极促进政策制定。成果将包括指导主要利益攸关方（例如，政府部门、雇主、产业工会）;政策执行战略建议;以及促进教师专业决策的资源。

This study will investigate long day care teachers' perceptions of the cumulative impact of statutory, regulatory and other externally determined requirements on their capacity to provide the quality of care essential to young children's well being, development and healthy start to life. By seeking teachers' views about how to address mounting concerns about balancing public accountability and professional autonomy, the study recognises their potential to contribute actively to policy-making. Outcomes will include guidelines to inform policy development by major stakeholders (e.g., government departments, employers, industrial unions); suggested strategies for policy implementation; and resources to facilitate teachers' professional decision-making.