ABSTRACT
In this chapter, the authors utilizes the theoretical lens of institutional ethnography to discuss how the community-based multi-agency approach to early childhood education is improving the education and health outcomes of young children in need. They explore how the policy and practices of the newly formed early childhood community contribute to improved outcomes for disadvantaged children and families. The vision of these schools holds great potential for educational outcomes for disadvantaged children, but the authors argue that the changes in the institutional governance arrangements inhibited the full realisation of this vision. Their research analysis suggests that the model deserves greater policy attention, particularly in the context of disadvantaged children. A number of significant studies in Australia have informed the development of innovative programmes involving health, family support and education in collaborative partnerships for service delivery and in promoting enhanced outcomes for children.
