Understanding Evidence and Evidence Use in Early Childhood Education and Care: Positioning ECEC Practitioners as Specialised Evidence-informed Professionals

This thesis examines how early childhood education and care (ECEC) practitioners understand and use evidence in practice. Using ethnographic case study methods, the research investigates the perspectives of 17 educators, teachers, and leaders working in kindergarten rooms at one Melbourne ECEC service. Findings reveal how curriculum and quality policies shape evidence use, and how specialised practitioner roles influence who can use what evidence effectively. The research highlights the need to recognise and support role-differentiated evidence use in ECEC settings. This research offers theoretical, methodological and practical contributions to better understand and support collaborative, role-specific approaches to evidence-informed ECEC practice.