Trilobite faunal provincialism is embedded in our understanding of early Cambrian palaeobiogeography, with the redlichiid, olenellid and bigotinid realms observed during Cambrian Epoch 2. However, provincialism apparently became reduced in trilobites across the diachronous late Age 4 redlichiid–olenellid extinction, with many families developing cosmopolitan ranges. We analysed data from the Paleobiology Database using network analysis to determine the nature and degree of trilobite provincialism during Cambrian Epoch 2, and how this changed across the redlichiid–olenellid extinction, with the aim of constraining the drivers of such patterns (e.g. biology, tectonics) under a neutral methodological framework. Results confirm that provincialism was elevated for trilobites during Epoch 2, but that Cambrian trilobite realms were not distinct entities. Rather, they reflect a continuous gradient of faunal turnover across the early Cambrian world that is most consistent with a model of rapid radiation and dispersal. Following the demise of the Cambrian Epoch 2 realms, faunal provinciality in trilobites at the family and genus level decreased measurably, with both biological and tectonic processes possible drivers of this change. Future work should aim to refine the observations and suggestions made here by exploring such patterns in higher stratigraphic resolution and in a broader range of taxa.

Recent methodological development in phylogenetic inference has focused predominantly on molecular data. However, renewed interest in other data types, particularly morphological data, has followed from the increased recognition of the power of total evidence and tip-dating approaches, including fossil data, for inference of time-scaled trees and rates of evolution. However, attention has largely focused on the improvement of models of morphological evolution and other analytical tools with much less discussion about data acquisition itself. Here we review past and current practice for describing and collecting morphological data for phylogenetic inference. We present a systematic review of 164 phylogenetic analyses conducted over the last 35 years and focused on a diverse group of extinct arthropods: trilobites. Trends in increasing matrix size, data type, and coding strategy are evident. Where present, polymorphic characters have been predominantly derived from discretized continuous characters, although increasingly practitioners are utilizing alternative approaches for the treatment of quantitative characters. Not surprisingly, traditional indices that describe character consistency are highly correlated with matrix size but show surprising variation at different taxonomic scales. More recent attempts to describe data quality using information theory imply that characters can have high information content even if data are missing for many tips, providing support against the exclusion of characters because of missing data. In consideration of this, as well as advances in the study of developmental biology and variational complexity, we identify several avenues for increasing the quality and quantity of morphological data going forward.

This chapter reports on the complexities of making early childhood teaching effective. The motivation to be an early childhood teacher often lies with love of children, and to provide quality early childhood education and care. Early childhood teachers have a significant impact upon children’s learning and development, not only during childhood but throughout their lives. Further, children’s experience of quality early childhood education and care (ECEC) benefits the public good by improving productivity. Investing in early childhood initial teacher education therefore benefits society. Teachers are often unprepared for the physical, social and emotional complexity of the work. Research shows that early childhood teachers experience unexpected issues and challenges amidst the rewards of teaching children aged birth to five years. This chapter presents information on the structures of early childhood teacher education programs, the diversity of which has implications for teacher preparedness. Then details of a small case study of early childhood teacher graduates’ perspectives on their experience of their study for their teaching. The findings highlight potential improvement for early childhood teacher programs. As Australia is experiencing significant shortages of early childhood teachers, more needs to be done to ensure early childhood teacher graduates effectively implement practice for high-quality ECEC programs.This chapter reports on the complexities of making early childhood teaching effective. The motivation to be an early childhood teacher often lies with love of children, and to provide quality early childhood education and care. Early childhood teachers have a significant impact upon children’s learning and development, not only during childhood but throughout their lives. Further, children’s experience of quality early childhood education and care (ECEC) benefits the public good by improving productivity. Investing in early childhood initial teacher education therefore benefits society. Teachers are often unprepared for the physical, social and emotional complexity of the work. Research shows that early childhood teachers experience unexpected issues and challenges amidst the rewards of teaching children aged birth to five years. This chapter presents information on the structures of early childhood teacher education programs, the diversity of which has implications for teacher preparedness. Then details of a small case study of early childhood teacher graduates’ perspectives on their experience of their study for their teaching. The findings highlight potential improvement for early childhood teacher programs. As Australia is experiencing significant shortages of early childhood teachers, more needs to be done to ensure early childhood teacher graduates effectively implement practice for high-quality ECEC programs.

In 2009 the Australian government invested in developing the early childhood workforce initiative via the National Quality Agenda. This agenda focused on improving the supply and quality of the early childhood workforce. Evidence shows that there are serious and persistent concerns with the quality of education and care in early childhood settings across Australia with Australia ranked by UNICEF (2017) at 39/41 of the wealthiest countries in the world on delivering quality early childhood education and care (ECEC). With evidence now showing that the strongest predictor of provision of quality ECEC are the qualifications of the educators the focus now turns to how the educators are qualified. Across Australia there is an inconsistent approach to early childhood teacher (ECT) programs. Programs are for birth to five years, birth to eight years, and birth to 12 years. In the latter two programs graduates are trained to teach in early childhood settings, and in primary school. These approaches vary according to jurisdiction, and at times are in response to teacher registration agencies. Research of the combined early childhood/primary degrees show that the content is too watered down for early childhood teaching, and graduates want to teach in primary schools making this program for qualifying early childhood teachers unsound. Research is presented on the current situation of staffing, and status of early childhood education.