One size doesn\u27t fit all: Patterns of pre-primary teacher policy engagement

In Western Australia the non-compulsory early years of school are administered by the compulsory schooling sector. Consequently, the ways in which pre-primary teachers are asked to account for their work have changed. Pre-primary teachers are asked to implement a school development plan and provide evidence of accomplishment of the school priorities. Such requirements have unsettled teachers, as they believe the \u27one size fits all\u27 application of school policies does not capture the essence of early childhood pedagogy and practice. This paper draws on qualitative and quantitative data collected during a study that investigated pre-primary teacher accountability from the policy level to the practicalities of classroom life. The study suggests that policies pertaining to the early years need to be written in such a way that meets the needs of the system, but also fits with the cultures of pre-primary teachers\u27 classrooms