Montessori educators and the Australian early years learning framework in Montessori early childhood environments in Western Australia: A qualitative study

This thesis explored the perspectives of Montessori educators on using Belonging, Being and Becoming: The Early Years Learning Framework for Australia, (EYLF), in Montessori early childhood environments in Western Australia. Using an interpretivist grounded theory approach, semi-structured interviews were undertaken to generate local theory. Results revealed Montessori educator's pedagogical training in theory and philosophy underpins their practice. Meeting regulatory requirements, such as evidencing the EYLF's learning outcomes, removes Montessori educators from direct teaching time. Recommendations suggest the inclusion of Montessori education in all initial teacher education programs, representation in early childhood policy directives, and a pedagogical revision of the EYLF.