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Publisher: RMIT Publishing   (Total: 403 journals)

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Showing 1 - 200 of 403 Journals sorted alphabetically
40 [degrees] South     Full-text available via subscription   (Followers: 2)
Aboriginal and Islander Health Worker J.     Full-text available via subscription   (Followers: 14)
Aboriginal Child at School     Full-text available via subscription   (Followers: 5)
About Performance     Full-text available via subscription   (Followers: 12)
Access     Full-text available via subscription   (Followers: 26)
ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies     Full-text available via subscription   (Followers: 10)
Accounting, Accountability & Performance     Full-text available via subscription   (Followers: 14)
ACORN : The J. of Perioperative Nursing in Australia     Full-text available via subscription   (Followers: 18, SJR: 0.103, h-index: 4)
Adelaide Law Review     Full-text available via subscription   (Followers: 20)
Advocate: Newsletter of the National Tertiary Education Union     Full-text available via subscription   (Followers: 1)
Agenda: A J. of Policy Analysis and Reform     Full-text available via subscription   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 3)
Agricultural Commodities     Full-text available via subscription   (SJR: 0.102, h-index: 8)
Agricultural Science     Full-text available via subscription   (Followers: 5)
AIMA Bulletin     Full-text available via subscription   (Followers: 4)
AJP : The Australian J. of Pharmacy     Full-text available via subscription   (Followers: 10, SJR: 0.102, h-index: 5)
AlterNative: An Intl. J. of Indigenous Peoples     Full-text available via subscription   (Followers: 9)
Analysis     Full-text available via subscription   (Followers: 4)
Ancient History : Resources for Teachers     Full-text available via subscription   (Followers: 2)
Anglican Historical Society J.     Full-text available via subscription   (Followers: 3)
Annals of the Royal Australasian College of Dental Surgeons     Full-text available via subscription   (Followers: 4, SJR: 0.101, h-index: 11)
ANZSLA Commentator, The     Full-text available via subscription   (Followers: 4)
Appita J.: J. of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 10, SJR: 0.18, h-index: 27)
AQ - Australian Quarterly     Full-text available via subscription   (Followers: 1)
Arena J.     Full-text available via subscription   (Followers: 1)
Around the Globe     Full-text available via subscription   (Followers: 1)
Art + Law     Full-text available via subscription   (Followers: 12)
Art Monthly Australia     Full-text available via subscription   (Followers: 8)
Artefact : the journal of the Archaeological and Anthropological Society of Victoria     Full-text available via subscription   (Followers: 3)
Artlink     Full-text available via subscription   (Followers: 5)
Asia Pacific J. of Clinical Nutrition     Full-text available via subscription   (Followers: 9, SJR: 0.672, h-index: 51)
Asia Pacific J. of Health Management     Full-text available via subscription   (Followers: 3)
Aurora J.     Full-text available via subscription  
Australasian Biotechnology     Full-text available via subscription   (Followers: 1, SJR: 0.1, h-index: 8)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 7)
Australasian Drama Studies     Full-text available via subscription   (SJR: 0.101, h-index: 2)
Australasian Epidemiologist     Full-text available via subscription  
Australasian Historical Archaeology     Full-text available via subscription   (Followers: 7)
Australasian J. of Early Childhood     Full-text available via subscription   (Followers: 4, SJR: 0.174, h-index: 1)
Australasian J. of Gifted Education     Full-text available via subscription   (Followers: 4, SJR: 0.115, h-index: 3)
Australasian J. of Human Security, The     Full-text available via subscription   (Followers: 3)
Australasian J. of Irish Studies, The     Full-text available via subscription   (Followers: 9)
Australasian J. of Regional Studies, The     Full-text available via subscription   (Followers: 2)
Australasian Law Management J.     Full-text available via subscription   (Followers: 7)
Australasian Leisure Management     Full-text available via subscription   (Followers: 1)
Australasian Musculoskeletal Medicine     Full-text available via subscription   (Followers: 2)
Australasian Music Research     Full-text available via subscription   (Followers: 3)
Australasian Parks and Leisure     Full-text available via subscription   (Followers: 2)
Australasian Plant Conservation: J. of the Australian Network for Plant Conservation     Full-text available via subscription   (Followers: 4)
Australasian Policing     Full-text available via subscription   (Followers: 5)
Australasian Public Libraries and Information Services     Full-text available via subscription   (Followers: 39)
Australasian Review of African Studies, The     Full-text available via subscription   (Followers: 2)
Australian Aboriginal Studies     Full-text available via subscription   (Followers: 9, SJR: 0.109, h-index: 6)
Australian Advanced Aesthetics     Full-text available via subscription   (Followers: 4)
Australian Ageing Agenda     Full-text available via subscription   (Followers: 5)
Australian and Aotearoa New Zealand Psychodrama Association J.     Full-text available via subscription  
Australian and New Zealand Continence J.     Full-text available via subscription   (Followers: 3)
Australian and New Zealand Sports Law J.     Full-text available via subscription   (Followers: 8)
Australian Archaeology     Full-text available via subscription   (Followers: 12, SJR: 0.491, h-index: 15)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Bookseller & Publisher     Full-text available via subscription   (Followers: 1)
Australian Bulletin of Labour     Full-text available via subscription   (Followers: 3)
Australian Canegrower     Full-text available via subscription   (Followers: 2)
Australian Coeliac     Full-text available via subscription   (Followers: 2)
Australian Cottongrower, The     Full-text available via subscription   (Followers: 1)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 7, SJR: 0.143, h-index: 4)
Australian Family Physician     Full-text available via subscription   (Followers: 3, SJR: 0.364, h-index: 31)
Australian Field Ornithology     Full-text available via subscription   (Followers: 3, SJR: 0.141, h-index: 6)
Australian Forest Grower     Full-text available via subscription   (Followers: 4)
Australian Forestry     Full-text available via subscription   (Followers: 2, SJR: 0.252, h-index: 24)
Australian Grain     Full-text available via subscription   (Followers: 3)
Australian Holstein J.     Full-text available via subscription   (Followers: 1)
Australian Humanist, The     Full-text available via subscription   (Followers: 4)
Australian Indigenous Law Review     Full-text available via subscription   (Followers: 17)
Australian Intl. Law J.     Full-text available via subscription   (Followers: 27)
Australian J. of Acupuncture and Chinese Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.106, h-index: 3)
Australian J. of Adult Learning     Full-text available via subscription   (Followers: 13, SJR: 0.159, h-index: 7)
Australian J. of Advanced Nursing     Full-text available via subscription   (Followers: 11, SJR: 0.225, h-index: 26)
Australian J. of Asian Law     Full-text available via subscription   (Followers: 5)
Australian J. of Cancer Nursing     Full-text available via subscription   (Followers: 10)
Australian J. of Civil Engineering     Full-text available via subscription   (Followers: 4, SJR: 0.17, h-index: 3)
Australian J. of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian J. of Emergency Management     Full-text available via subscription   (Followers: 7, SJR: 0.401, h-index: 18)
Australian J. of French Studies     Full-text available via subscription   (Followers: 7, SJR: 0.1, h-index: 5)
Australian J. of Herbal Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.109, h-index: 7)
Australian J. of Language and Literacy, The     Full-text available via subscription   (Followers: 4, SJR: 0.399, h-index: 9)
Australian J. of Legal History     Full-text available via subscription   (Followers: 18)
Australian J. of Mechanical Engineering     Full-text available via subscription   (Followers: 3, SJR: 0.129, h-index: 4)
Australian J. of Medical Science     Full-text available via subscription   (Followers: 1, SJR: 0.122, h-index: 5)
Australian J. of Multi-Disciplinary Engineering     Full-text available via subscription   (Followers: 2)
Australian J. of Music Education     Full-text available via subscription   (Followers: 3)
Australian J. of Music Therapy     Full-text available via subscription   (Followers: 6)
Australian J. of Parapsychology     Full-text available via subscription   (Followers: 1)
Australian J. of Social Issues     Full-text available via subscription   (Followers: 6, SJR: 0.178, h-index: 20)
Australian J. of Structural Engineering     Full-text available via subscription   (Followers: 6, SJR: 0.296, h-index: 8)
Australian J. of Water Resources     Full-text available via subscription   (Followers: 6, SJR: 0.226, h-index: 9)
Australian J. on Volunteering     Full-text available via subscription   (Followers: 1)
Australian J.ism Review     Full-text available via subscription   (Followers: 7)
Australian Life Scientist     Full-text available via subscription   (Followers: 2, SJR: 0.1, h-index: 2)
Australian Literary Studies     Full-text available via subscription   (Followers: 5, SJR: 0.1, h-index: 6)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Nursing J. : ANJ     Full-text available via subscription   (Followers: 6)
Australian Orthoptic J.     Full-text available via subscription  
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian Senior Mathematics J.     Full-text available via subscription   (Followers: 1)
Australian Sugarcane     Full-text available via subscription  
Australian TAFE Teacher     Full-text available via subscription   (Followers: 3)
Australian Tax Forum     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Australian Voice     Full-text available via subscription   (Followers: 4)
Bar News: The J. of the NSW Bar Association     Full-text available via subscription   (Followers: 5)
Bioethics Research Notes     Full-text available via subscription   (Followers: 14)
BOCSAR NSW Alcohol Studies Bulletins     Full-text available via subscription   (Followers: 5)
Bookseller + Publisher Magazine     Full-text available via subscription   (Followers: 5)
Breastfeeding Review     Full-text available via subscription   (Followers: 17, SJR: 0.31, h-index: 19)
British Review of New Zealand Studies     Full-text available via subscription   (Followers: 3)
Brolga: An Australian J. about Dance     Full-text available via subscription   (Followers: 1)
Cancer Forum     Full-text available via subscription   (SJR: 0.143, h-index: 10)
Cardiovascular Medicine in General Practice     Full-text available via subscription   (Followers: 6)
Chain Reaction     Full-text available via subscription  
Childrenz Issues: J. of the Children's Issues Centre     Full-text available via subscription  
Chiropractic J. of Australia     Full-text available via subscription   (SJR: 0.107, h-index: 3)
Chisholm Health Ethics Bulletin     Full-text available via subscription   (Followers: 1)
Church Heritage     Full-text available via subscription   (Followers: 8)
Commercial Law Quarterly: The J. of the Commercial Law Association of Australia     Full-text available via subscription   (Followers: 5)
Communicable Diseases Intelligence Quarterly Report     Full-text available via subscription   (Followers: 2, SJR: 0.567, h-index: 27)
Communication, Politics & Culture     Open Access   (Followers: 13)
Communities, Children and Families Australia     Full-text available via subscription   (Followers: 2)
Connect     Full-text available via subscription   (Followers: 2)
Contemporary PNG Studies     Full-text available via subscription  
Context: J. of Music Research     Full-text available via subscription   (Followers: 8)
Corporate Governance Law Review, The     Full-text available via subscription   (Followers: 7)
Creative Approaches to Research     Full-text available via subscription   (Followers: 11)
Critical Care and Resuscitation     Full-text available via subscription   (Followers: 15, SJR: 1.737, h-index: 24)
Cultural Studies Review     Full-text available via subscription   (Followers: 16)
Culture Scope     Full-text available via subscription   (Followers: 2)
Current Issues in Criminal Justice     Full-text available via subscription   (Followers: 9)
Dance Forum     Full-text available via subscription   (Followers: 2)
DANZ Quarterly: New Zealand Dance     Full-text available via subscription   (Followers: 3)
Day Surgery Australia     Full-text available via subscription   (Followers: 2)
Deakin Law Review     Full-text available via subscription   (Followers: 14)
Developing Practice : The Child, Youth and Family Work J.     Full-text available via subscription   (Followers: 21)
Early Days: J. of the Royal Western Australian Historical Society     Full-text available via subscription  
Early Education     Full-text available via subscription   (Followers: 9)
EarthSong J.: Perspectives in Ecology, Spirituality and Education     Full-text available via subscription   (Followers: 1)
East Asian Archives of Psychiatry     Full-text available via subscription   (Followers: 2, SJR: 0.331, h-index: 7)
Educare News: The National Newspaper for All Non-government Schools     Full-text available via subscription  
Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 15)
Education in Rural Australia     Full-text available via subscription   (Followers: 1)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 11)
Educational Research J.     Full-text available via subscription   (Followers: 16)
Electronic J. of Radical Organisation Theory     Full-text available via subscription   (Followers: 3)
Employment Relations Record     Full-text available via subscription   (Followers: 2)
English in Aotearoa     Full-text available via subscription   (Followers: 1)
English in Australia     Full-text available via subscription   (Followers: 2, SJR: 0.19, h-index: 6)
Essays in French Literature and Culture     Full-text available via subscription   (Followers: 8)
Ethos: Official Publication of the Law Society of the Australian Capital Territory     Full-text available via subscription   (Followers: 4)
Eureka Street     Full-text available via subscription   (Followers: 4)
Extempore     Full-text available via subscription  
Family Matters     Full-text available via subscription   (Followers: 13, SJR: 0.259, h-index: 8)
Federal Law Review     Full-text available via subscription   (Followers: 22)
Fijian Studies: A J. of Contemporary Fiji     Full-text available via subscription  
Focus on Health Professional Education : A Multi-disciplinary J.     Full-text available via subscription   (Followers: 7)
Food New Zealand     Full-text available via subscription   (Followers: 5)
Fourth World J.     Full-text available via subscription  
Frontline     Full-text available via subscription   (Followers: 19)
Future Times     Full-text available via subscription   (Followers: 1)
Gambling Research: J. of the National Association for Gambling Studies (Australia)     Full-text available via subscription   (Followers: 5)
Gay and Lesbian Law J.     Full-text available via subscription   (Followers: 2)
Gender Impact Assessment     Full-text available via subscription  
Geographical Education     Full-text available via subscription   (Followers: 3)
Geriatric Medicine in General Practice     Full-text available via subscription   (Followers: 8)
Gestalt J. of Australia and New Zealand     Full-text available via subscription   (Followers: 2)
Globe, The     Full-text available via subscription   (Followers: 4)
Government News     Full-text available via subscription   (Followers: 2)
Great Circle: J. of the Australian Association for Maritime History, The     Full-text available via subscription   (Followers: 8)
Grief Matters : The Australian J. of Grief and Bereavement     Full-text available via subscription   (Followers: 11)
He Puna Korero: J. of Maori and Pacific Development     Full-text available via subscription  
Headmark     Full-text available via subscription   (Followers: 1)
Health Inform     Full-text available via subscription  
Health Issues     Full-text available via subscription   (Followers: 2)
Health Promotion J. of Australia : Official J. of Australian Association of Health Promotion Professionals     Full-text available via subscription   (Followers: 10, SJR: 0.606, h-index: 19)
Health Voices     Full-text available via subscription  
Heritage Matters : The Magazine for New Zealanders Restoring, Preserving and Enjoying Our Heritage     Full-text available via subscription   (Followers: 3)
High Court Quarterly Review, The     Full-text available via subscription   (Followers: 3)
History of Economics Review     Full-text available via subscription   (Followers: 10)
HIV Australia     Full-text available via subscription   (Followers: 3)
HLA News     Full-text available via subscription   (Followers: 6)
Hong Kong J. of Emergency Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.173, h-index: 7)
Idiom     Full-text available via subscription   (Followers: 1)
Impact     Full-text available via subscription   (Followers: 1)
InCite     Full-text available via subscription   (Followers: 24)
Indigenous Law Bulletin     Full-text available via subscription   (Followers: 15)
InPsych : The Bulletin of the Australian Psychological Society Ltd     Full-text available via subscription   (Followers: 3)
Inside Film: If     Full-text available via subscription   (Followers: 8)
Institute of Public Affairs Review: A Quarterly Review of Politics and Public Affairs, The     Full-text available via subscription   (Followers: 13)
Instyle     Full-text available via subscription   (Followers: 1)
Intellectual Disability Australasia     Full-text available via subscription   (Followers: 8)
Interaction     Full-text available via subscription   (Followers: 3)

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Journal Cover Australasian Journal of Early Childhood
  [SJR: 0.174]   [H-I: 1]   [4 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1836-9391
   Published by RMIT Publishing Homepage  [403 journals]
  • Volume 42 Issue 3 - Beyond the gates: Examining the issues facing early
           childhood teachers when they visit art museums and galleries with young
           children in New Zealand
    • Abstract: Terreni, Lisa
      Excursions to cultural centres, such as art museums and galleries, can add new and valuable learning opportunities for young children. This paper presents the findings from a large scale national questionnaire that asked early childhood (EC) teachers in New Zealand about their engagement with art museums and galleries for learning experiences, outside of their EC centres. As part of a mixed methods research project, the questionnaire also sought to ascertain the degree to which the EC sector uses art museums and galleries as excursion destinations, and the ways in which they are used (or not). The findings suggest that key factors that both help and hinder visiting art museums and galleries with young children include: the pedagogical approaches EC teachers have in relation to visual art education, the ways in which teachers view successful learning opportunities for young children, and a teacher's own perceptions and fears of art museums and galleries. This study suggests that teachers have mixed views about whether visiting art museums and galleries will provide appropriate experiences for young children.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 42 Issue 3 - Supporting early mathematics learning in early
           childhood settings
    • Abstract: Knaus, Marianne
      Despite a growing body of research that demonstrates young children have the capacity to learn mathematical concepts, early childhood educators are still strongly influenced by dated ideas that mathematics education should be delayed until formal schooling. Such attitudes are contributing to Australia's poor rating of young children's mathematics skills as compared to other Organisation for Economic Co-operation and Development (OECD) countries. Negative perceptions about mathematics as well as a lack of knowledge of curriculum content and pedagogy are major factors limiting mathematics experiences in the early years. This project employed a multi-site case study approach to investigate the teaching of mathematics in early childhood education and care (ECEC) centres and the impact of a professional development intervention on the type and frequency of mathematics experiences for children before starting formal schooling.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 42 Issue 3 - Editorial
    • Abstract: Howitt, Christine
      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 42 Issue 3 - 'You can't write that': The challenges of written
           communication between preschools and schools
    • Abstract: Hopps-Wallis, Kathryn; Perry, Bob
      Recent reforms in Australia have brought an increasing expectation on early childhood educators to work together across settings at times of children's transition. In particular, the transition to school has been identified as an important time when educators are required to collaborate in order to support children, families and communities. Written forms of communication have been encouraged, and in some cases mandated, as a basis for transferring information about children from preschools to schools. The premise of such initiatives is that the information will enhance children's transitions by assisting schools to build on children's prior experiences. However, there has been little research into the practice of preschool-school communication including issues that impact on it. This article reports the challenges preschool and school educators identified in using written channels to transfer information between settings. The results indicate that written communication can be problematic. Several issues are identified that shape written communication practices and limit their effectiveness as a support for children and as a means of developing positive relationships between settings.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 42 Issue 3 - A thematic and content analysis of instructional and
           rehearsal procedures of preschool social emotional learning programs
    • Abstract: White, Antoinette; Moore, Dennis William; Fleer, Marilyn; Anderson, Angelika
      Research has documented the positive effects of social emotional learning (SEL), and educational policy developments and accepted learning standards are beginning to reflect these findings. However, how best to include evidence-based practices in the instruction of social emotional competencies in regular preschool settings is not yet fully understood. Through a thematic and content analysis, this study identifies the target skills, implementation, instructional and rehearsal procedures in eight effective preschool SEL programs. The analysis describes a differential relationship between target skills and instructional and rehearsal procedures. The findings highlight the relevance of particular procedures in the instruction of specific competencies, and in broader social emotional instruction. These findings may assist educators in instructional planning with current learning documents, such as the 'Early Years Learning Framework' (DEEWR, 2009).

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 42 Issue 3 - Interlocutor-child interactions: Supporting children's
           creativity in graphic-narrative-embodied play
    • Abstract: Lee, Wan Yi; Wright, Susan
      Fostering creativity in children's learning is prioritised in a number of early childhood education framework documents across the world. Despite this emphasis, the educator's role in supporting children's creativity is often mitigated due to lack of understanding about the nature of creativity and how to appropriately provide support. This paper presents a practitioner-based case study of children's graphic-narrative-embodied play experiences through interlocutor-child interactions in one early childhood setting in Melbourne, Australia. The study aimed to investigate how one-to-one creative dialogues support children's drawing, talking and gesturing. Three children's graphic-narrative-embodied play and interlocutor-child interactions were video-recorded, transcribed and analysed using an interpretivist paradigm. The analysis process was guided by sociocultural theories and pre-existing frameworks on children's creative dispositions, thinking styles and creative processes in multimodal meaningmaking. Key findings include conditions that favour creativity in children's graphicnarrative-embodied play and approaches to co-creating this with children.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 42 Issue 3 - Maximising advantage in the preschool years: Parents'
           resources and strategies
    • Abstract: Smyth, Ciara
      Educational attainment has gained increasing importance in determining life chances. Parents hoping to secure a learning advantage for their offspring are increasingly focused on the preschool years. This downward shift from primary schooling has been prompted by the 'first three years' movement, with its emphasis on infancy and early childhood as critical periods for development and learning. So what does this mean for early years parenting' Do parents try to secure a learning advantage in the preschool years and how do they do it' This paper highlights the four resource-dependent strategies Australian parents employ, both individually and in combination, to promote their child's early learning: 'parenting for cognitive development', outsourcing for cognitive development, 'concerted cultivation' and 'redshirting'. By highlighting these resource-dependent strategies, this study highlights the socioeconomic gap in children's access to opportunities that parents believe give children a learning advantage in the preschool years.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 42 Issue 3 - Spaces for gender equity in Australian early childhood
           education in/between discourses of human capital and feminism
    • Abstract: Campbell, Sheralyn; Smith, Kylie; Alexander, Kate
      In this article we use feminist post-structuralist concepts of discourse and relations of power to question how a neoliberal regime of truth in Australian early childhood education impacts educators currently working for gender equity with children, prior to their entry to schooling. We show how this regime of truth is endorsed and transferred in and by key documents of the Australian 'National Quality Framework' (NQF) including the 'National Quality Standard' (NQS) and the 'Early Years Learning Framework' (EYLF) in which discourses of universal rights, individual freedom and choice, and human capital dominate approaches to inclusion and diversity that govern gender equity work (ACECQA, 2011, 2017a, 2017b; DEEWR, 2009; NSW Education, 2016). Our article addresses how some educators use their understandings of feminism to negotiate spaces for gender equity work within the theoretical, political and ethical tensions arising in/between discourses that constitute this neoliberal regime of truth.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 42 Issue 3 - The national disability insurance scheme:
           Administrators' perspectives of agency transition to 'user pay' for early
           intervention service delivery
    • Abstract: Marchbank, Alison M
      The launch of the National Disability Insurance Scheme (NDIS) in Australia announced changes to the ways people with disabilities and families access services. These changes cover delivery of early childhood early intervention to families with infants and young children with disabilities. In July 2013, the NDIS was rolled out nationally in three pilot sites. This funded phenomenological study was conducted in one pilot rollout site with administrators from two agencies delivering such services. Analysis of the data identified factors that challenged professional practice and personal philosophy. The findings suggest that the long-term financial viability of community agencies is at risk. A crucial dilemma emerged concerning parent choice: to what extent does a 'user pay' system impose limitations to services being delivered in a family centred way'

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 42 Issue 3 - Is New Zealand a world leader in early childhood
           education': An examination of the empirical evidence in recent reports
           
    • Abstract: Blaiklock, Ken
      New Zealand has a reputation for being a world leader in early childhood education (ECE); a reputation built on the development of innovative policies, high participation rates, high levels of teacher education, and the implementation of a national curriculum, 'Te Whariki'. A number of national and international reports have been used to support statements about the high quality of ECE in New Zealand. A closer examination of these reports, however, shows they provide insufficient attention to empirical information about children's learning and in some cases appear to be based on opinion rather than evidence. This article suggests that a downside of the belief that New Zealand is a world leader in ECE is that it may lead to complacency and a lack of willingness towards making evidence-based changes that could improve the wellbeing and learning of young children.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 42 Issue 3 - Predictors of unstructured play amongst preschool
           children in Australia
    • Abstract: Harman, Bronwyn; Harms, Craig
      There is evidence that unstructured play for preschool aged children is diminishing in Australia, however, the reasons for this decline have not been previously explored in depth. The current research examines the amount of time preschool children spend engaged in unstructured play and the predictors of unstructured play for these children. Data is drawn from the results of 564 Australian parent participants who completed an online survey, detailing the activities of their preschool aged children. Results found that children who participated in playgroup were more likely to participate in unstructured play, while children who participated in organised activities were less likely to participate in unstructured play. When the children in this study slept longer, read more and watched television less, they were more likely to participate in unstructured play, however, the number of hours spent watching television has no apparent effect on the number of hours a child engages in play. This research emphasises and reinforces the importance of balance in activities for optimal health and positive outcomes for Australian children.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - Effectiveness of a video modelling intervention in a
           shy, withdrawn preschool child
    • Abstract: Smart, Emily; Green, Vanessa A; Lynch, Tegan E
      Social withdrawal in early childhood may indicate a lack of knowledge of social skills or extreme shyness. If required, an early intervention program is the best way to ensure that the behaviour does not manifest into a more significant problem for the individual. The purpose of the current study was to assess the effectiveness of a video modelling intervention, demonstrating sharing, on the generalisation of social skills in a socially withdrawn preschooler. The intervention consisted of a target child watching a video- showing children of the same gender and age - that demonstrates children performing a 'sharing' sequence of behaviour. Interval sampling was used in the data collection. Results indicated a positive response to the intervention, demonstrated by an increase in the related social skills of positive verbalisations, maintained reciprocal play and reduced adult interaction. Results are discussed with reference to how behaviour is affected through natural contingencies and innate factors within the child.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - The self-reported academic self-concept of
           four-year-old children: Global and fixed, or nuanced and changing in the
           year before school'
    • Abstract: Cohrssen, Caroline; Niklas, Frank; Logan, Danielle; Tayler, Collette
      Studies have shown that academic self-concept and academic achievement are closely related and that academic self-concept is multidimensional. Most studies on academic self-concept have been conducted with school age children and little is known about developing academic self-concept in younger children. In this study, we investigated the evolving academic self-concept of a sample of 97 four-year-old children attending four different early childhood settings across Melbourne, Australia, during the year prior to school commencement. Analysis indicated that at this age, academic self-concept remains a global construct rather than distinguishable into literacy and numeracy self-concepts, and has little connection with children's actual performance on a range of assessment measures. In addition, children overestimated their academic selfconcept to a lesser degree at the end of the year than at the start of the year. Implications for early childhood education pedagogy are discussed.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - Editorial
    • Abstract: Nyland, Berenice
      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - Supporting young children's oral language and writing
           
    • Abstract: Peterson, Shelley Stagg; McIntyre, Laureen J; Forsyth, Donna
      This paper reports on interview research involving 36 primary teachers and early childhood educators from northern communities in four Canadian provinces. Interview responses show that participants support young children's oral language by creating meaningful contexts to use language for a variety of purposes. They use repetition and provide contextual information when teaching vocabulary through songs, rhymes, visuals and dramatic play. Those who teach indigenous and French Immersion students identify a need to learn more about bridging children's home and school cultures and languages. Although participants value writing as a social practice, their teaching focuses on supporting children's fine motor development and understandings about concepts about print. Given the importance of oral and written language to children's learning, our research has potential to bring needed attention to professional development needs in these two important areas.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - A cooperative pedagogical program linking preschool
           and Foundation teachers: A pilot study
    • Abstract: Dunham, Annette; Skouteris, Helen; Nolan, Andrea; Edwards, Susan; Small, Jennifer
      The transition to formal schooling is a significant milestone for young children and their families. Congruence between an early childhood setting and school experience is known to impact on children's positive start to school. Despite policy efforts at the Victorian state level, preschool educators and Foundation teachers do not have a strong understanding of the curriculum, pedagogical and assessment practices used in the alternate setting. This paper reports on the 'Alliance Project' that sought to support preschool educators and Foundation teachers to work cooperatively to better understand each other's practices. Drawing from sociocultural theory, the Alliance Project employed an interventionist methodology to work with preschool educator and Foundation teacher pairings on a joint planning initiative. Participants on the Alliance Project gained increased familiarity with the alternate setting's curriculum, pedagogy and assessment practices, and an increased capacity to work cooperatively across both settings to address the needs of transitioning children.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - Supporting children's resilience: Early childhood
           educator understandings
    • Abstract: Archdall, Kerryn; Kilderry, Anna
      This paper has two aims. First, it examines how children's resilience is being defined and discussed in literature, and second, it presents findings from a small-scale study that investigated early childhood educator understandings of children's resilience across the curriculum. Considering resilience as a multifaceted construct, the authors question why children's resilience should be a focus for educator practice and how research literature is portraying the role of educators in supporting children to become resilient. The findings illustrate that educators in the study had varied understandings of the notion of resilience and how to support children's resilience. Spontaneous and unplanned teaching strategies were revealed as the educators' main approach of supporting children's resilience. There was also some uncertainty about how to identify resilience according to educators in the study. The study's findings raise critical implications and questions for the early childhood sector, one of these being: Is the fostering and supporting of children's resilience too important an educational issue to be left to the fate of spontaneous incidents to arise in practice'

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - Thinking, feeling and relating: Young children
           learning through dance
    • Abstract: Deans, Jan
      Dance is considered to be central to the development of the young child (Deans, Meiners and Young, 2012; Meiners, 2014; Sansom, 2011; Schiller and Meiners, 2003; Stinson, 1993; Wright, 2003), yet playful body-based learning is often under represented as a learning area by early childhood educators. Framed within socio-constructivist and rights-based theory, the research reported in this paper investigated young children's learning through dance and the role of the teacher in enabling this learning. The in-depth study adopted a qualitative mixed-methods case study methodology (Stake, 2005; Yin, 2003). The findings revealed that dance enabled the participating children to engage in embodied thinking, playful, imaginative problem solving and aesthetic decision making, while developing, through multi-modal semiotic meaning making, a strong sense of self and collective agency. The findings also highlighted a particular pedagogical platform and a range of teaching strategies that supported the establishment of an interest-based socio-constructivist dance curriculum where the voices of children were given an opportunity to be expressed in multiple ways.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - Early childhood teachers' work in a time of cha
    • Abstract: Grant, Sandra; Danby, Susan; Thorpe, Karen; Theobald, Maryanne
      This article investigates teacher decision making in a time of rapid educational reforms. Institutional ethnography is used to discover how teachers' work is coordinated by the texts of a new national curriculum, and a system for the assessment and ratings of kindergarten, preschool and long day care services in individual settings and across sites.

      The research draws on video-recorded interview data gathered from five teachers working with three- to five-year-old children in kindergarten classrooms throughout South-East Queensland. Analysis shows the reported effects of policy regimes, designed to improve the quality of learning young children experience, on classroom teachers' work. Findings suggest that increasing levels of governance enacted through policy texts are creating an audit culture where teachers' educational work with children is changing. This article argues that the reported workload associated with the production of evidence, and the focus on providing 'proof' of quality, is taking teachers away from time spent building educative relationships with children.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - Playing cool: The sustainable Cool Cubby
    • Abstract: Boyd, Wendy
      Playing in cubby houses has been a long tradition with children. When a cubby house is given sustainable lifestyle components - that is, converted into a 'Cool Cubby' - how does this influence awareness about sustainability' Since 2009 there have been significant innovations in Australia to promote sustainable practices, and the Cool Cubbies Project is a small-scale example of such an initiative. Giving cubby houses sustainable components is innovative, and represents a play-based approach to teaching, in line with early childhood principles of learning. This paper reports on an evaluation of the Cool Cubbies Project (Rous Water, 2015). Cubby houses in five preschools were converted into Cool Cubbies by adding features of sustainable living, including biodiversity, water, waste and energy. An evaluation of the impact of Cool Cubbies raised awareness about sustainable living with young children, educators, families and community. This is a key example of developing resources to support a more sustainable future, through the act of creating a learning resource grounded in sustainable practices for children's play.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - 'Caterpillars and catalysts': A year of literacy
           learning in an early years classroom privileging dramatic pedagogies
    • Abstract: Harden, Annette
      'Caterpillars and catalysts' follows the journey into literacy of one of four young children whose case studies formed a major part of a PhD research study. Using the metaphor of the hungry caterpillar, the author traces the effect on writing development of a pedagogy privileging drama and puppetry, supported by explicit phonics teaching. The context was a Queensland school in the inaugural year of Preparatory schooling, 2007. The findings of the study, in relation to children's development, included a strong motivation and persistence in writing within dramatic play and real-life contexts, as well as a sense of agency as capable writers. The implications of the research were that dramatic pedagogies may assist teachers to provide an authentic and balanced approach to introducing the alphabetic symbol system, giving it meaning and relevance in young children's lives.ood education and care (ECEC) it is understood.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - 'You want to get it right': A regional Queensland
           school's experience in strengthening parent - school partnerships
    • Abstract: Campbell, Claire; Dalley-Trim, Leanne; Cordukes, Lorraine
      This paper discusses the key findings from a qualitative case study that was conducted in response to one regional Queensland state school's identified need for a customised approach to parent engagement in the early years. Data was collected via six semi-structured focus group interviews with parents (n = 18) of children in the Preparatory year level at the school. A priori analysis of the data revealed three key barriers to parents' engagement with the school: communication, consistency and family commitments.

      The intention of this study was to capture parents' perspectives and experiences in order to customise and strengthen the school's approach to parent engagement. The key findings and implications presented herein contribute to the body of knowledge on parent engagement practices in early childhood education settings. Moreover, this article emphasises the importance of the development of an individualised approach to parent engagement that is informed by parents.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - Articulating a rights-based argument for mathematics
           teaching and learning in early childhood education
    • Abstract: Cohrssen, Caroline; Page, Jane
      Mathematics is commonly cited in Australian and international literature as an integral component of quality early childhood education and care (ECEC) programs. This article presents a rights-based argument for early childhood educators to integrate mathematical concepts into daily ECEC practice. There is a lack of educator confidence in the ECEC sector regarding teaching mathematics concepts to preschool-aged children. At the same time, many children from low socioeconomic status backgrounds underperform in mathematics and girls are under-represented in so-called STEM (science, technology, engineering and mathematics) subjects in later schooling. Providing opportunities for young children to participate in mathematical thinking in their daily educational programs provides opportunities for children to develop competencies that will equip them to be active citizens, now and in the future. This is an important means of ensuring equitable learning outcomes for all children.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - Children's literacy play environments: Snapshots of
           practitioner research for change
    • Abstract: Newman, Linda
      The search to improve achievement in literacy is worldwide. Success is seen as an important social and cultural marker. Contemporary scholars discuss the importance of children's social interactions as they co-construct literacy learning. As early childhood educators play a role in children's communities, their knowledge and literacy teaching and learning approaches are important, and the focus of this paper. Practitioner research, using a literacy environment rating scale and photostories, was used to focus on change in early literacy environments. I share the methods, processes, strategies and approaches for strengthening practice to offer support for others planning and implementing practitioner research or early literacy-focused projects. Action research, accompanied by the use of the mediating artefacts of the scale and photostories, was found to be a useful methodology for change in literacy learning environments, but was not without challenges.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 3 - Social inclusion and exclusion of a young child: A
           cultural - historical perspective of an international mid-semester
           transition into an international school in Malaysia
    • Abstract: Adams, Megan; Fleer, Marilyn
      Expatriate children potentially experience multiple international transitions in their early childhood years as their parents move countries to fulfill the demands of employment with multinational companies. However, we know very little about the social interaction that occurs as young expatriate children enter into international schools. The focus here is the processes of a mid-semester transition, which resulted in both inclusion and exclusion practices. These processes are explored using Vygotsky's (1994) cultural - historical system of concepts, specifically perezhivanie (the unity of personal and environmental characteristics) and the social situation of development. An analysis of different children's perspectives is presented. In the larger study, 90 hours of data was gathered through video observation, still images, semi-structured interviews and field notes from five families. However, this study presents findings from the interaction of the three-year-old participants. Findings indicate that inclusion and exclusion become part of the values and norms of the classroom due to the demands of the curriculum and the way assessments are organised; this in turn affects the motives of children and their social interaction. The second finding explores the way very young children use complex interaction styles to negotiate forms of inclusion and exclusion.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - Educators' perceptions of facilitating children's
           participation in early childhood education
    • Abstract: Kangas, Jonna; Venninen, Tuulikki; Ojala, Mikko
      The aim of this research is to provide a better understanding of children's competence, vulnerability and power issues, and to promote better decision making and protection of children by educators. This means the pedagogy in early childhood education needs to be based on understanding the nature of children's participation and participatory learning. Further on it requires understanding about how the educators working in day care could aim the pedagogical process to supporting children's participation via developing practices. Research is based on a large survey conducted in the Finnish early childhood education (ECE) field and analysed through abductive content analysis. The results show that in the pedagogical process three kinds of participation supporting means could be identified: facilitating environment and atmosphere; facilitating professional skills for learning and supporting children's perspective; and facilitating ongoing participatory practices. Finally, a framework of developing participatory practices was constructed from the findings to represent the pedagogical cycle of participation.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - Teaching literacy through dramatic storytelling in
           foundation phase
    • Abstract: O'Neill, Bianca; Banoobhai, Mumthaz; Smith, Cornelia
      Literacy is a crucial aspect to consider in Foundation Phase as it impacts learner performance not only in the area of language learning, but also in other learning areas taught at school. When teaching learners at Foundation Phase level it is imperative to use a teaching strategy that can optimise the language proficiency of the learners. Dramatic storytelling is a very useful teaching strategy that can exert a powerful influence on the learning of a language. The main focus in this paper is on dramatic storytelling techniques and the role of the educators and their view of this strategy in the Foundation Phase classroom as a means to enhance literacy. The paper is based on a qualitative research study in which semi-structured interviews and descriptive analysis, with a thematic approach were used.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - Focusing on strengths as children start school: What
           does it mean in practice'
    • Abstract: Hopps-Wallis, Kathryn; Dockett, Sue; Fenton, Angela
      Recent Australian reforms in early childhood education have incorporated a focus on strengths-based practices. These practices have been supported in a range of professional resources and professional development. Despite this, there has been limited interrogation of the ways in which strengths-based practice is interpreted and employed by educators. This paper reports an investigation of prior-to-school and school educators' references to strengths-based practices in their communication with each other as children made the transition to school. To assist in the analysis of this communication, we draw on a categorisation of strengths-based practices developed from analysis of cross-disciplinary research literature. Three categories of strengths-based practices - derived from the fields of positive psychology, social work and organisational practice - provide the theoretical framework for analysis of this communication data.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - Safety risk intelligence: Children's concept formation
           of safety and their individual capabilities to appraise risk of injury
    • Abstract: O'Neill, Susie
      Childhood injuries are a growing global public health concern and the main cause of death among children, worldwide. There are proven ways to reduce the likelihood and severity for each area of child injury. Notwithstanding this, children continue to suffer serious injury and death at significant rates in Australia and elsewhere. Strategies have tended to concentrate on identifying a risk factor and seeking ways to address the risk, independent of considering approaches that provide children with a sense of ownership of the safety issues.

      There appears to be an absence of scholarly research examining a 'collective risk intelligence' as a targeted form of safety-related capacity building. It is this latter safety risk conceptualisation, viewed holistically rather than by issue, that is the focus of this paper. In this paper, it is argued that, when children are given the right opportunities, they can develop safety risk intelligence that equips them with understanding to manage their safety in everyday life. Findings from the SeeMore Safety case study provide the foundation for arguing the concept of safety risk intelligence. How children transform their behaviours in relation to potential hazards in their environment and build a safety risk understanding is captured in the term 'safety risk intelligence'.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - Analysing early childhood educators' science pedagogy
           through the lens of a pedagogical content knowing framework
    • Abstract: Zhang, Weidong; Birdsall, Sally
      Concerns have been raised about science education in early childhood settings. A revised model of pedagogical content knowledge consisting of four components of content and pedagogical knowledge, along with knowledge of learners and context, was used to analyse educators' science education pedagogy. Using an interpretive mode of inquiry with a case study approach, this study investigated the ways in which 20 New Zealand early childhood (EC) educators provided affordances for science learning in their centres. The findings revealed the educators used all four components, but asymmetrical use, together with little integration and synthesising of components, resulted in the potential of affordances for science learning offered not being realised. The pedagogical content knowing (PCKg) model proved valuable for identifying these educators' strengths and also areas for development. It was also argued that its use could provide a way for educators to reflect on their pedagogy, leading to the provision of transformed and more powerful knowledge.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - Smoothing the way: Investigating the role of a
           supported playgroup located at a school
    • Abstract: Knaus, Marianne; Warren, Judy; Blaxell, Rebecca
      The transition to kindergarten is a period of change that can be challenging for many children and their families. While there is wide recognition for the need to support children before and during periods of transition, there is little research on the role of how supported playgroups assist children and families. This research tracked a cohort of children who attended a supported playgroup located on school grounds and their transition to kindergarten the following year. The study was conducted at a metropolitan school in a low socioeconomic suburb of Perth, Western Australia and included data from the children, families and school staff. The social and emotional development and learning dispositions of the kindergarten class were observed in the early weeks of the new school year. Interviews with the families and school staff examined perspectives on how the children transitioned into kindergarten. The supported playgroup and the relationships formed between all stakeholders were instrumental in the smooth transition to the kindergarten program.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - Montessori early childhood education in NZ:
           Re-discovering the spirit of reflection and inquiry through recent policy
           changes
    • Abstract: Freeman, Sola; Dalli, Carmen; Pickering, Ana
      Montessori education arrived in New Zealand (NZ) in the early 1900s for children aged three to six years. Currently it is one of a diverse range of early childhood education options in a sector that has experienced huge policy changes aimed at enhancing quality early childhood provision. This paper positions the growth of Montessori early childhood services within discourses about early childhood quality in NZ and discusses how recent policy changes related to early childhood teaching qualifications, self-review and reflective practice have impacted on Montessori education. It argues that the current Montessori workforce is equipped as never before to reflect critically on the richness of Montessori philosophy and to innovate and experiment with Montessori practice.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - Editorial
    • Abstract: Harcourt, Deborah
      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - 'Embracing everybody': Approaching the inclusive early
           childhood education of a child labelled with autism from a social
           relational understanding of disability
    • Abstract: Mackenzie, Meike; Cologon, Kathy; Fenech, Marianne
      This study investigated educators' attitudes towards the inclusion of a child labelled with autism in a mainstream early childhood education and care (ECEC) setting in Australia. The article provides an overview of three perspectives from which disability in inclusive early childhood education can be approached: the medical model of disability, the social model of disability and the social relational understanding of disability. Findings showed that when educators' beliefs and practices aligned with a social relational understanding of disability, inclusion for a child labelled with autism was facilitated. It is argued that inclusion in early childhood settings can be fostered when educators recognise and dismantle barriers to doing and barriers to being, and view inclusion as ordinary practice.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - 'One of the kids': Parent perceptions of the
           developmental advantages arising from inclusion in mainstream early
           childhood education services
    • Abstract: Blackmore, Roge; Aylward, Elizabeth; Grace, Rebekah
      This research explored the perspectives of parents who have enrolled their child with a developmental disability in a mainstream early childhood education service. It asked questions about their experience of engagement with the service, and the extent to which they felt participation in this service was beneficial for their child. Fifteen families whose children had been attending a mainstream service for at least six months were recruited to the study and participated in qualitative interviews. There were four key findings from this study: parents are primarily motivated to enrol their children in mainstream early childhood services because they seek social interactions for their children with typically developing peers; despite increasing support at the policy level for inclusive early childhood education, families encountered many challenges in securing a place for their child at a centre that was willing and able to meet their child's needs; parents felt that their child's development was supported by attendance at a mainstream centre, particularly in relation to communication and behaviour; and parents believed that positive developmental change in their child was the direct result of service quality and imitation through peer interaction.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - Transition of children with disabilities into early
           childhood education and care centres
    • Abstract: Warren, Jane; Vialle, Wilma; Dixon, Rose
      This paper reports on findings from research (Warren, 2013) which sought to understand, in the New South Wales (NSW) context, the factors impacting on the transition into early childhood education and care (ECEC) centres for children with disabilities from the perspective of both parents of children with disabilities and educators in ECEC centres. The study aimed to identify successes and barriers, and consider potential interventions and procedures that might increase the participation of children with disabilities in ECEC centres. This paper will discuss findings from the educator perspective only, including 37 completed questionnaires and semi-structured interviews from 10 teacher participants. Thematic analysis revealed the importance of communication with parents, relationships with previous service providers, opportunities for professional learning and organisational support.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - Reforming Australian early childhood education and
           care provision (2009-2015)
    • Abstract: Tayler, Collette
      In 2007, Australia Commenced a national, systems-wide change to governing the quality of its early childhood education and care (ECEC) provision. The federal, state and territory levels of government agreed on a national vision for early childhood, a new learning framework, a national quality standard and a collective governance process for all childcare services, preschool-kinder programs and outside school hours care services that receive funding from governments. As with other federated countries, the context of ECEC in Australia is complex and varied both within and across localities, and inevitably, researchers, policy-makers and practitioners are required to consider and provide some account of children's learning environments prior to school. As a point of reference, this paper provides an overview of the context of ECEC provision in Australia, a summary of core components of the National Quality Framework (NQF) and argument about the necessity of these reforms. Raising the quality of children's early learning and development experiences is challenging, and systems change-fatigue becomes part of the landscape.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - Social rules according to young children
    • Abstract: Carter, Margaret Anne
      This paper reports the viewpoint of 10 children (aged five-six years) on social rules in their Catholic (Singapore) preschool classrooms. Rather than doing research on children and construing a judgement on their behalf, data was collected through semi-structured interviews with the children. This study provides valuable insights into children's meaning-making about social practices, examples and non-examples of social rules, and how children view themselves as rule learners and followers. Themes recognised through the analysis process identified that children were united in their views about conventional social norms, including their understanding of and necessity for the rules (Thornberg, 2008b). The children acknowledged specific social standards as essential practices for an orderly and harmonious preschool environment.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - Mothers' perspectives on learning through play in the
           home
    • Abstract: Colliver, Yeshe
      Research in the field of early childhood education and care (ECEC) indicates that if educators can align their perspectives and practices with families' perspectives, children's educational outcomes will improve. Yet the literature reveals educators focus on children's independent learning of various developmental domains, while mothers increasingly focus on adult-guided learning of curricula in preparation for school. To illuminate potential ways for educators to align these divergent perspectives, this paper reports on a qualitative case study of eight mothers' perspectives on their children's learning through play in the home. It revealed emphases on children's independent learning of family practices through play, contrasting starkly with previous accounts of mothers being focused on adults guiding play to cognitive learning (e.g. literacy, numeracy). Thus another perspective divergence emerged: between mothers' perspectives in the home and ECEC settings. However, the similarity between educators' perspectives to those of mothers suggests ways forward.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - Editorial
    • Abstract: Howitt, Christine
      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - The effect of a learner-support intervention on
           perceptual-motor skills of kindergarten learners from deprived
           environments
    • Abstract: Loubser, Annemarie; Pienaar, Anita E; Ellis, Suria
      This study reports on a learner-support intervention aimed at the development of perceptual-motor skills of kindergarten learners from disadvantaged environments. A quantitative research method was followed which consisted of a three-group, pre-test/posttest design. Three Grade R (kindergarten) schools were selected by means of a convenience sample. Two schools were selected from disadvantaged communities (Quintile 1 schools) - C1 (n = 30) and E (n = 25) - and one from a more advantaged community (Quintile 3 school) - C2 (n = 22). A two-level perceptual-motor intervention was implemented in school E for nine months. All participants were tested before and after the intervention by means of a schoolreadiness test. Results were analysed using an analysis of variance (ANOVA), dependent t-tests and an analysis of covariance (ANCOVA) to determine differences among and within groups. A significant relationship was found between school readiness and perceptual-motor development. Results also suggested that a perceptual-motor intervention could aid learners from disadvantaged environments in overcoming factors which impede school readiness.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - A strengths approach to supporting early mathematics
           learning in family contexts
    • Abstract: Fenton, Angela; MacDonald, Amy; McFarland, Laura
      Early childhood professionals are increasingly being asked to work with children and families using strengths approaches1. However, what does this mean for working with families to support children's mathematical development' Specifically, how can this approach support and engage families, including those who may disengage from their child's mathematics education' This article aims to introduce a strengths framework for supporting children's mathematics learning opportunities in family and community contexts. We apply a Strengths Approach (McCashen, 2005) to an example from an early childhood mathematics program called Let's Count. Let's Count was designed as a means of assisting families to help their young children (aged three to five years) play with, investigate and learn mathematical ideas (Perry and Gervasoni, 2012). Using examples of case studies from Let's Count, we use McCashen's (2005) five-column strengths framework to present ways in which early childhood professionals can support families to explore mathematics with their children, using the unique everyday resources and opportunities of each family.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - An analysis of young children's engagement with single
           and group interview methods
    • Abstract: Ey, Lesley-anne
      Seeking children's perspectives regarding matters that concern them is widely accepted and practised among researchers. Despite this, literature on research methods with young children is inconsistent. This paper reports on an analysis of semi-structured, single and group interviews conducted with six-year-old children over two visits to six diverse schools in an Australian state capital city. The findings highlighted that sixyear- old children understood their role in the research process and sustained active engagement for lengthy amounts of time. This article highlights the need for researchers to critically evaluate their perspectives of children's capacity to participate in research. If researchers position children as disproportionately vulnerable, their voice could be restricted. Providing children every opportunity to express their perspectives in interviews is paramount, therefore the author presents considerations for best practice.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - Children voice their kindergarten experiences: A
           cross-cultural exploratory study in Korea and the US
    • Abstract: Im, Haesung; Swadener, Elizabeth Blue
      Drawn from Hofstede's (2001) cultural dimension, this study aims to understand how culture plays a role in young children's views of their kindergarten experiences and communication styles in South Korea and the United States. Due to the large power distance between adults and children, children in Korea were hesitant to express critical views about kindergarten. They neutralised their dislikes and verbalised the expected group norms in order to be a 'good' child. Critiquing universal approaches to addressing child participation rights, we argue that being responsive to cultural differences in social relationships may enable children to more freely share their perspectives. It also discusses ways to improve the quality of children's lived experiences in kindergarten by listening to children's challenges and desires in each country.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - Parents' satisfaction with kindergarten services in
           Beijing at a time of systemic expansion
    • Abstract: Nyland, Berenice; Pan, Beibei; Cooper, Brian; Nyland, Chris; Zeng, Xiaodong
      In 2010, China's government announced that by 2020 all kindergarten-aged children will be able to gain access to at least a one-year, high-quality kindergarten experience. This announcement reflected the state's acceptance that a formal kindergarten experience can assist children to become the learners China will need as it transitions to a knowledge economy, the government's wish to reduce social inequality and the increasing proportion of families that do not have grandparents who can help care for young children. The aim of this research was to investigate parents' satisfaction with their children's kindergarten and the factors that influence their satisfaction. This mixed-method research, using survey and interview data, suggests these parents were informed consumers of early childhood education services.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - Giving voices and providing skills to families in
           culturally and linguistically diverse communities through a productive
           parenting program
    • Abstract: Deans, Jan; Liang, Rachel; Frydenberg, Erica
      Families from culturally and linguistically diverse (CALD) backgrounds and disadvantaged communities, particularly those with young children, may be more vulnerable to experiencing multiple and complex life problems and hence benefit from community resources that support their everyday needs, in particular their parenting. This study reports on an inclusive model of a community-based parenting program, which aimed to support CALD parents to establish and maintain positive relationships and guide their children's learning and development. Seventeen families from a community playgroup in inner city Melbourne participated in a five-session Early Years Productive Parenting Program (EYPPP). Program evaluation data suggests that a flexible-delivery parenting program such as the EYPPP has the potential to strengthen productive coping capacities in families and in doing so contribute to the overall wellbeing of young children.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - The influence of a school readiness program on the
           language and phonological awareness skills of preschool children in rural
           areas of South Africa
    • Abstract: de Witt, Marike; Lessing, Ansie
      Many children in developing countries are exposed to multiple risks for poor development due to poverty and associated poor health and nutrition. These factors, as well as insufficient knowledge of the prerequisites for emergent literacy and school readiness on the side of parents and practitioners, may contribute to the weak reading achievement of learners. The question underlying this research was formulated as follows: Will the phonological awareness of preschool children improve after the application of an intervention program to empower practitioners to support the preschoolers' A program, 'Growing to Read', was developed and conducted in a number of workshops. The aim of this article is to reflect on the results of the application of the program. Findings indicate an improvement in the language and phonological awareness skills of the children who participated in the program when compared to children who did not follow the program.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - Written numeracy assessment in the early years: The
           challenges of pronouns and noun groups
    • Abstract: Exley, Beryl; Trimble-Roles, Rebecca
      We examine the challenges of pronouns and noun groups in the Australian Curriculum, Assessment and Reporting Authority's (ACARA) National Assessment Program - Literacy and Numeracy (NAPLAN) Numeracy Year 3 Example test (ACARA, 2015a). Framed by discourses of Literacy as a General Capability (ACARA, 2015b) in the Australian Curriculum: Mathematics (ACARA, 2015c), the pronouns and noun groups used in the Example test are mapped onto the Australian Curriculum: English Content Descriptions (ACARA, 2015d). The findings are that some of the pronouns and noun groups used in the Example test are more complex than what Year 3 children are expected to achieve in the Australian Curriculum: English. We thus stress the need for early years teachers of mathematics to account for the unique mathematical register of written mathematics problems so that young children are not only prepared for high-stakes written numeracy assessments, but are also enabled as a numerically literate citizen.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - 'When you give them a pencil they often say they're
           writing': Preschool teachers' categorisation of written language work with
           toddlers
    • Abstract: Lindstrand, Sara Hvit; Willen, Polly Bjork
      The Swedish preschool curriculum was revised in 2010 and introduced more emphasis on literacy development for very young children. In exploring how educators approach and understand these changes to the curriculum, we drew on focus group interviews with 10 preschool teams working with toddlers. As the educators talked about their work with written language with toddlers, they identified a range of activities from their everyday practice that categorised written language in various ways. As well as reporting on what the teachers said, this paper also shows how they participated in the focus groups, showing hesitancy in some cases and using categorisations, contrasts and active voicing as they shared their perspectives. The study's findings suggest that early childhood educators would benefit from engaging more deeply in theories of literacy that align with early childhood education. This will enable them to theorise from their practice and to articulate their understandings and practice within their teams and to others.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - Exploring the nexus between participatory methods and
           ethics in early childhood research
    • Abstract: Graham, Anne; Powell, Mary Ann; Truscott, Julia
      Early childhood research has been at the forefront of participatory approaches aimed at ensuring children's involvement in research is appropriate, safe, enjoyable and meaningful. Central to this endeavour has been closer attention to key ethical considerations, most notably around young children's informed consent. However, there is growing recognition within the research community that adopting participatory methodologies does not, in and of itself, denote ethical research practice. In this article, we explore the critically important nexus between ethics and method in the context of early childhood research. We then draw upon our experience in leading a major international initiative, the Ethical Research Involving Children (ERIC) project, to underline the efficacy of approaches that build on the 'Three Rs' of reflexivity, rights and relationships in furthering a culture of ethics within the burgeoning field of early childhood research.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - Recognition of family engagement in young children's
           literacy learning
    • Abstract: Newman, Linda; Arthur, Leonie; Staples, Kerry; Woodrow, Christine
      This paper challenges deficit assumptions about families in poor and socially marginalised communities who are often presumed to be providing inadequate language and literacy experiences for their children. We present data that show how families in a low socioeconomic community in northern Chile understand the importance of learning in the early years and provide a range of experiences at home to support their children's literacy learning. The data demonstrates the potential of sociocultural literacy pedagogies to form a basis for literacy learning partnerships which are currently under-utilised by educators working with poor and/or socially excluded families. We suggest that educators' increased recognition of how children develop understandings of literacy through their participation in family and community activities may strengthen the foundations for productive educator-family relationships.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 1 - The shaping of Australian early childhood education
           and care: What can we learn from a critical juncture'
    • Abstract: Logan, Helen; Press, Frances; Sumsion, Jennifer
      This article identifies and examines a critical juncture in Australian early childhood education and care (ECEC) policy history in order to understand the contemporary Australian ECEC policy landscape, especially in relation to the way in which quality in child care is mandated and understood. In policy, critical junctures are path-breaking policy developments that have lasting impacts (Gal and Bargal, 2002; Pierson, 2004). This article illustrates how examining critical junctures can deepen understandings of processes that contribute to transformative policy shifts. In doing so, we illuminate ways in which contemporary contexts have been shaped by past policy.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 40 Issue 4 - Intergenerational collaborative drawing: A research
           method for researching with/about young children
    • Abstract: Knight, Linda; McArdle, Felicity; Cumming, Tamara; Bone, Jane; Li, Liang; Peterken, Corinna; Ridgway, Avis
      This paper focuses on the methodological effectiveness of intergenerational collaborative drawing (ICD). A group of eight researchers trialled this particular approach to drawing, most of them for the first time. Each researcher drew with young children, peers and tertiary students, with drawings created over a period of six months. The eight researchers came together in a 'community of scholars' approach to this project because of two shared interests: (i) issues of social justice, access and equity; and (ii) arts-based education research methods. The researchers were curious how ICD might methodically support their respective research processes.

      As knowledge and theory about young children becomes more complex, researchers need responsive methodological tools to ask new questions and conduct rigorous, ethical research. This partial account describes how drawing together might perform methodologically. The data reported here draws from the detailed field notes, drawings and reflections of the researchers. Conclusions arise from the analysis of these reflections, with the authors suggesting ways in which ICD might benefit research with young children.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 40 Issue 4 - Strengthening Aboriginal child development in central
           Australia through a universal preschool readiness program
    • Abstract: Moss, Bonita; Harper, Helen; Silburn, Sven
      This paper examines a recent example of a transition-to-preschool program in regional Australia. The program is significant in linking Aboriginal child health and early childhood learning services. The discussion is drawn from a mixed method evaluation undertaken at the end of the program's first two years of funding. Evaluation findings suggest that many barriers to participation in early childhood learning programs for Aboriginal children can be reduced with responsive support. The study points to the need for funding for innovations to be seen as an essential investment, not an unwanted cost.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 40 Issue 4 - 'Better beginnings has made me make reading part of
           our everyday routine': Mothers' perceptions of a family literacy program
           over four years
    • Abstract: Barratt-Pugh, Caroline; Rohl, Mary
      This paper explores the Better Beginnings family literacy program over a period of four years through the eyes of mothers of young children from four diverse communities. It focuses on their reported perceptions of the program and related practices. Better Beginnings, which involves strong cooperation between health professionals, local government and public libraries, was developed by the State Library of Western Australia to encourage parents to share books, songs and rhymes with their babies and young children. The mothers responded to four annual surveys, in which they were asked about their perceptions of the program and its influence on literacy practices and beliefs. Overall, results showed that these mothers reported that they were highly positive about the program; were confident in and valued book-sharing activities; shared books on a regular basis, as did some other family members; and that their child was actively involved in book sharing and related activities. Of particular interest were the mothers' reports of their changing practices as their child matured over the four years of the study and also their child's language- and literacy-related behaviours. Many mothers attributed these changes in practices and behaviours to the Better Beginnings program and gave valuable evaluative feedback for modifications to the program, which has informed its further development.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 40 Issue 4 - Editorial
    • Abstract: Barblett, Lennie
      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 40 Issue 4 - How far have we come in respecting young children in
           our research': A meta-analysis of reported early childhood research
           practice from 2009 to 2012
    • Abstract: Mayne, Fiona; Howitt, Christine
      This paper summarises the reporting of early childhood (EC) research practices through a meta-analysis of 10 scholarly international EC education journals. The analysis included 506 peer-reviewed primary research articles published between 2009 and 2012 (inclusive) involving young children between the ages of birth and eight years. These were reviewed for child status within research, researcher perspective of children involved in research and respectful research culture within EC research. This review provides a broad picture of how young children are currently being involved in research and whether an ideological shift towards more participatory approaches is filtering through to EC research practice. The results indicated that for child status, 96.6 per cent of articles positioned young children in traditional roles as non-participant objects of research (64.6 per cent) and semi-participant subjects (32.0 per cent). Only 3.4 per cent of studies positioned children in inclusive, participatory roles as social actors (3.0 per cent) and co-researchers (0.4 per cent). Similarly, for researcher perspective, 70.2 per cent of articles were identified as research conducted on children, with the remaining 29.8 per cent as research with or by children. In terms of research culture, 89.7 per cent of articles were non-respectful by focusing on what children could do for the research, rather than valuing the children themselves. These results highlight a gap between rights-based EC research literature and the way in which research is being reported with young children. A new Rights-based Research Accountability Framework is presented to assist researchers in understanding how well their research upholds children's rights principles and what areas need to be addressed to transition towards more inclusive approaches.

      PubDate: Thu, 2 Nov 2017 11:47:35 GMT
       
  • Volume 41 Issue 2 - 'Well it depends on what you'd call play': Parent
           perspectives on play in Queensland's Preparatory Year
    • Abstract: Breathnach, Helen; O'Gorman, Lyndal; Danby, Susan
      In the context of recent education reform, Queensland's Preparatory Year (Prep) is undergoing a period of significant change. The framing of Prep under a new national curriculum reflects a shift from its play-based roots to a formalised, subject-based approach. This shift coincides with suggestions that parents may favour more formalised approaches to teaching and learning in the early years. This paper reports on two studies in which parents were interviewed about their views of play in Prep. Data were analysed thematically, with a focus on themes that parents used to talk about play. While parents broadly valued play, the findings suggest that parent participation greatly influenced their acceptance of play-based learning in the formal learning context of Prep. The findings raise implications for educators in fostering strong parent-teacher partnerships in order to facilitate improved parental understanding and support of play in early childhood programs.

      PubDate: Mon, 11 Sep 2017 14:04:38 GMT
       
  • Volume 42 Issue 2 - Book collections in long day care: Do they reflect
           racial diversity'
    • Abstract: Adam, Helen; Barratt-Pugh, Caroline; Haig, Yvonne
      Children's literature is important because it nurtures emotional, social, creative and cognitive development, and gives children opportunities to appreciate and respond to diversity. In particular, literature that portrays racial and cultural diversity is a powerful means of promoting understanding of others while affirming individual identity. However, the limited number of studies about the nature and use of literature that reflects diversity in early childhood settings prompted this study, which investigates the nature of book collections in five long day care centres in the metropolitan region of Perth, Western Australia, with a specific focus on the extent to which they reflect racial diversity. Qualitative data was drawn from an audit of the children's book collections (2377 books) across each of the five centres. The findings revealed a lack of representation of racial diversity in those collections and where racial diversity was portrayed, non-dominant cultures were commonly misrepresented through stereotypical images often portraying outdated perspectives.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - 'This is possibly the hardest decision a parent has to
           make.' Deciding when your child is ready to start prep
    • Abstract: Mergler, Amanda; Walker, Sue
      While the majority of Queensland state school students begin schooling in the first year they are eligible to do so, a small number of families delay entry. This paper explores voluntary delayed entry to state schools in Queensland through analysis of quantitative data gathered by the Department of Education and Training, and parental decision making around delayed entry via qualitative data sourced from an Australian parenting website. Results revealed that the number of children who are delayed entry is increasing, and that the majority of students delayed are boys who are the youngest in their cohort. A key reason for parents choosing to delay is the child's birth date being close to the state's cut-off entry date. Importantly, the decision of whether to delay entry appears to be emotional for parents, and it is argued that parents require support and services to help them make this decision.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Hearing in the early childhood setting: Children's
           perspectives
    • Abstract: McFarland, Laura; Dealtry, Lysa
      This study investigated children's perspectives on their hearing during group activities in a preschool setting. A case study design framed by a children's participatory rights perspective was used. The sample included 69 children aged three to five years in a regional Australian preschool. Children completed self-report booklets about their hearing. Parents completed surveys indicating children's health conditions and identified hearing issues. Results suggest that children have most difficulty hearing while other children are talking and when sitting at the back of the mat, and that most children who report hearing difficulties during group time have not been formally identified with a hearing problem. Implications for ensuring children can hear optimally in early childhood group-time situations are discussed. Given the focus in past research on adults' reports of children's hearing, the importance of gaining children's perspectives of their hearing in the early childhood setting by using self-report methods is also discussed.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Enabling the exercise of choice and control: How early
           childhood intervention professionals may support families and young
           children with a disability to exercise choice and control in the context
           of the National Disability Insurance Scheme
    • Abstract: Brien, Jackie; Page, Jane; Berman, Jeanette
      The National Disability Insurance Scheme (NDIS) is progressively being implemented across Australia. The Scheme aims to more equitably and sustainably support families and young children with a disability to optimise independence and participation in all aspects of their lives, including early childhood education. A key platform of the NDIS is for people with a disability to have choice and control over decisions about service provision. It is imperative to review the research that investigates what the notion of choice and control over service provision means for families and children with a disability, and how early childhood intervention (ECI) professionals can effectively support this decision making. In this article we argue that to effectively support families and children to experience choice and control, ECI professionals must build and share specialist knowledge and expertise to support informed decision making, engage in positive relationship-building practices and develop a shared approach to accountability with families.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Mutuality and reciprocity in parent-teacher
           relationships: Understanding the nature of partnerships in early childhood
           education and care provision
    • Abstract: Rouse, Elizabeth; O'Brien, Deanna
      The expectation that educators will develop partnerships with parents is a key principle in early childhood education and care provision. This is particularly so in Australia where policy guidelines and quality standards list parent partnerships as key indicators of quality practice. However the language used across the two key policy documents, the 'Early Years Learning Framework and the National Quality Standard', is inconsistent in the way these partnerships are defined and intended to be enacted. This has resulted in an ambiguity in the way teachers and educators are engaging in partnerships in their work with families. Drawing on a framework for examining partnerships that positions the notion of mutuality and reciprocity in the centre of the relationship, and examining this through Bronfenbrenner's (1979) ecological perspective, this paper presents findings of a small scale case study that explored the extent to which these characteristics are reflected in the relationships between the teacher and parents. The study found that while the teacher was meeting identified performance standards, that a true partnership underpinned by mutuality and reciprocity was not evident in the relationships between the teacher and the families.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Assessing young children's learning: Using critical
           discourse analysis to re-examine a learning story
    • Abstract: Krieg, Susan
      The current policy contexts of many countries demand that early childhood educators are able to articulate their practice in new ways. For example, the need to assess and report positive learning outcomes in multiple ways to policy-makers, families and educational systems is a feature of contemporary early childhood education and care. This theoretical paper introduces a multi-dimensional framework to support the assessment of young children's learning and then provides an example of how modified tools drawn from Critical Discourse Analysis (CDA) can be used to effectively examine these dimensions of learning. CDA is a multidisciplinary methodology that integrates the study of language with a consideration of wider social practices. It offers a perspective from which to examine how ways of thinking, speaking, acting and being are drawn from, and also contribute to the particular discourses that are made available within social institutions (in this case, early childhood centres). CDA focuses on how language establishes and maintains social relationships and identities. This paper provides an example of how some of the tools made available in CDA can enhance assessment practices with young children. It is argued that CDA enables early childhood educators to re-examine young children's learning in new ways. The processes outlined in this paper have the potential to inspire early childhood educators to embrace assessment as an opportunity to articulate, celebrate and communicate young children's ways of knowing in new ways.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Interrater reliability of early childhood education
           professionals involved in developmental surveillance for autism spectrum
           disorder and related conditions
    • Abstract: Mozolic-Staunton, Beth; Donelly, Michelle; Yoxall, Jacqui; Barbaro, Josephine
      Valid and reliable tools have recently been developed to accurately detect early signs of Autism Spectrum Disorder (ASD) and other developmental challenges in children as young as 12 months of age. Translation of research findings to practice and policy through routine implementation of evidence-based tools in the community, particularly early childhood education and childcare settings, is limited. This study establishes that the interrater reliability (IRR) of early childhood educators in administering the Social Attention and Communication Surveillance System (SACS-R) is very high (k = 0.909). This paper reports the results of the first step in the Right Kids, Right Time, Right Services project - a prospective cohort study that aims to implement and evaluate routine developmental surveillance for early signs of social and communication challenges in young children in childcare settings.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Early storybook reading with babies and young
           children: Parents' opinions and home reading practices
    • Abstract: Brown, Michelle I; Westerveld, Marleen F; Gillon, Gail T
      Parents' ('n' = 113) OPINIONS OF early storybook reading (ESR) with their baby or toddler (newborn to three-years-old) and their home reading practices were explored using a questionnaire. Parents from both a more advantaged socioeconomic area and less advantaged socioeconomic area were included. The results signified that parents value ESR and participate in regular ESR with their baby. However, data suggests that some parents have difficulty choosing suitable books and have limited knowledge of how to promote early communication skills while sharing the storybook with their baby. Parents from the less advantaged area reported a lower frequency of ESR, owned fewer children's books and demonstrated more difficulties with book selection compared with parents from a more advantaged area. Future research targeting education on book selection and strategies to facilitate babies' early communication development during ESR may be beneficial to maximise the effectiveness of ESR on young children's language and social skill development.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Play-based learning and intentional teaching: Forever
           different'
    • Abstract: Edwards, Susan
      Play-based learning is a cornerstone of early childhood education provision. Play provides opportunities for young children to explore ideas, experiment with materials and express new understandings. Play can be solitary, quiet and reflective. Play can also be social, active and engaging. While play is commonly understood as the basis for learning in early childhood education, this is not always the situation in all settings. Cultural variations in learning and play suggest that social interactions and observational learning also create powerful pedagogical learning environments for young children. International and national research highlights the value of sustained and reflective interactions between children and educators in promoting children's learning. Increasingly, the notion of quality in play-based pedagogy invites educators to integrate traditional beliefs about play with new insights into the role of social interactions, modelling and relationships in young children's learning.

      Overseas, the movement towards quality play-based pedagogy reflects debate and policy initiatives captured by the notion of intentional teaching. In Australia, the Early Years Learning Framework makes explicit reference to intentional teaching. Intentional teaching arguably engages educators and children in shared thinking and problem solving to build the learning outcomes of young children. However, the pedagogical relationship between play-based learning and intentional teaching remains difficult to conceptualise. This is because the value placed on the exploratory potential of play-based learning can appear to be at odds with the role of intentional teaching in promoting knowledge development. This paper reaches beyond binary constructs of play and intentional teaching, and invites consideration of a new Pedagogical Play-framework for inspiring pedagogical and curriculum innovation in the early years.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Determining educators' needs to support healthy eating
           environments in early childhood settings
    • Abstract: Wallace, Ruth; Devine, Amanda; Costello, Leesa
      The provision of a nutritious diet early in life can have an immense effect on future health and wellbeing. The number of children attending child care is increasing, thus this setting is strategically placed to establish positive eating habits. This qualitative study sought to understand the needs of Australian early childhood education and care staff in relation to the provision of a healthy eating environment. Key stakeholders formed a consultancy group to provide feedback and advice. The study was underpinned by the Spiral Action Research model. Analysis of 48 in-depth interviews identified the following themes: healthy eating activities, resources, nutrition training, attitudes towards healthy eating and the proposed intervention, and barriers to healthy eating. Participants were open to using an online repository of nutrition resources and information wrapped in support. This formative data informed the development of a 'best practice' website including discussion boards intended to foster an online 'community of practice'.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Exploring preschool teachers' and support staff's use
           and experiences of assistive technology with children with disabilities
    • Abstract: Tamakloe, Deborah; Agbenyega, Joseph Seyram
      This qualitative case study explored the professional philosophies and experiences of preschool teachers and their support staff regarding the use of assistive technology devices (ATDs) in an early intervention inclusive preschool class. Using face-to-face individual interviews as data collection measures, the researchers aimed to understand these practitioners' teaching philosophies and experiences in terms of how they use ATDs with young children with disabilities in their class. A framework analysis of data identified three themes: establishing values for inclusive education, maintaining positive attitudes to overcoming challenges and orchestrating inclusive learning. The paper concluded that in order for the use of ATDs to thrive and make full impact on all children's learning and development, stronger frameworks for developing the inclusive values, philosophies, professional knowledge and practice principles of preschool teachers and their support staff are needed.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Understanding and supporting young writers: Opening
           the school gate
    • Abstract: Mackenzie, Noella M; Petriwskyj, Anne
      Learning to write is critical to becoming literate. In this paper we examine continuities and discontinuities in pedagogical approaches to writing across preschools and schools. Qualitative approaches to data collection and analysis were applied. Findings suggest that preschool teachers rarely introduce children to traditional or digital forms of writing, while schools seem to expect even their youngest students to write using letters and words and conventional written text structures. This suggests that there is a metaphorical 'gate' between the two settings with approaches to early writing based on which side of the gate the children are, rather than where they are on their personal writing learning journey. The authors provide a rationale for opening this gate in order to support young writers as they transition from prior-to-school settings to school.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Inspiring environmentally responsible preschool
           children through the implementation of the 'national quality framework':
           Uncovering what lies between theory and practice
    • Abstract: Pollock, Krista; Warren, Jane; Andersen, Peter
      Early childhood education for environmental sustainability (ECEfES) has become significant in the early years, as highlighted by the inclusion of ECEfES in Australia's first and current 'National Quality Framework' (NQF) for early childhood education and care (ECEC). This article reports on the major findings from a case study (Pollock, 2014), which aimed to uncover what lies between theory and practice, as ECEC educators attempt to support young children to become environmentally responsible, through the implementation of the NQF. This article discusses some of the findings from an analysis of the documents central to the NQF as well as semi-structured interviews with three university-qualified educators. Thematic analysis revealed that although challenging educators in some respects, the introduction of the NQF has enhanced their sustainability practices. This has emphasised the importance of listening to the voices of young children, a 'whole of settings' approach, and engaging in reflection.

      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 2 - Editorial
    • Abstract: Wong, Sandie
      PubDate: Thu, 20 Jul 2017 19:18:20 GMT
       
  • Volume 42 Issue 1 - Strategies that support kindergarten children's social
           and emotional development: One teacher's approach
    • Abstract: Kirk, Gillian; MacCallum, Judith
      This article examines the strategies employed by one kindergarten teacher, Kyra, to create a classroom where the relationships, play situations and environments worked synergistically to support children's social and emotional competencies. The data is drawn from a larger study, undertaken in 2009, that used qualitative methodology to examine how teachers were supporting kindergarten children's social and emotional development. Out of the eight participants from the original study, Kyra's pedagogical approach was found to be unique in that it provided increased opportunities for the development and consolidation of strategic processes that are essential for independent thinking and learning. It was found that these opportunities were fostered through a balanced provision of relationships, play and environments. Collectively, these elements created a context in which scientific and everyday concepts could connect. The children in this classroom were observed to demonstrate higher order thinking skills more often and seemingly more independently than the children in the other classrooms.

      PubDate: Tue, 6 Jun 2017 15:20:20 GMT
       
  • Volume 42 Issue 1 - Between the big trees: A project-based approach to
           investigating shape and spatial thinking in a kindergarten program
    • Abstract: Cohrssen, Caroline; de Quadros-Wander, Ben; Page, Jane; Klarin, Suzana
      Support for children's emerging mathematical thinking is a characteristic of high-quality early childhood education. Young children's spatial thinking, an important component of mathematical thinking, is both innate and influenced by experience. Since spatial thinking contributes to children's mathematical thinking, it is important for children to engage in activities that support this learning. Early childhood educators are calling for guidance in how to support children's mathematical thinking in the context of an informal curriculum. In this paper, we describe how a project-based approach to mathematics teaching and learning provided a range of opportunities for children to investigate and rehearse understandings of two- and three-dimensional (2D and 3D) shapes and spatial thinking within the context of a project that was of 'real world' interest to the children. By intentionally embedding multiple opportunities for children to explore shapes and spatial thinking in a sequence of core learning experiences and complementary experiences, educators provided children with opportunities to rehearse shape and spatial concepts and related language in differing ways. Opportunities for formative assessment of children's learning are also discussed.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - Establishing agreement between parent-reported and
           directly-measured behaviours
    • Abstract: Bennetts, Shannon K; Westrupp, Elizabeth M; Nicholson, Jan M; Mensah, Fiona K; Hackworth, Naomi J; Reilly, Sheena
      The quality and accuracy of research findings relies on the use of appropriate and sensitive research methods. To date, few studies have directly compared quantitative measurement methods in the early childhood field and the extent to which parentreported and directly-measured behaviours agree is unclear. Existing studies are hampered by small sample sizes and the use of statistical techniques which quantify the magnitude of association between measures (e.g. correlations), but not agreement. Here we review the limitations of existing method comparisons and suggest how alternative statistical approaches such as the Bland-Altman Method and ordinary least products regression can be readily applied in the early childhood context. Understanding agreement (and disagreement) between measurement methods has potential to reduce research costs and improve data quality, with important implications for researchers, clinicians and policy-makers.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - Supported playgroups for health promotion activity for
           healthy eating and active living: A social ecological perspective
    • Abstract: Lloyd, Beverley; Buffett, Kym M; Innes-Hughes, Christine; Powell, Libby; Jackson, Dianne; Qi, Jing
      Childhood overweight problems and obesity is a significant problem in Australia, with 19 per cent of children commencing kindergarten either overweight or obese. The issue is increasingly recognised within both health promotion and the early childhood education and care sectors. The purpose of this paper is to identify a health promotion approach appropriate for supported playgroups - facilitated playgroups targeting vulnerable families. Primary research included individual interviews with managers, facilitators and parents/carers and observations within four non-specialist supported playgroups in urban and regional locations in NSW. Our findings show that supported playgroups lend themselves to the integration of healthy eating and active play with current practice, building on the existing methods and strengths of supported playgroups rather than additional intensive programming. They provide a 'soft entry' vehicle to deliver a health promoting environment, play-based learning activities for children and context-specific participatory and implicit learning for parents and carers.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - Enhancing the effectiveness of early childhood
           educators and researchers working together to achieve common aims
    • Abstract: Jones, Rachel A; Gowers, Fay; Stanley, Rebecca M; Okely, Anthony D
      The early childhood sector within Australia has experienced significant changes over the past decade. During this period the quantity of early childhood research has also escalated. However, educators continue to remain cautious about the value of research as it is currently operationalised and its potential application. Establishing collaborative relationships between researchers and educators could be beneficial in ensuring research is conducted and applied as intended within the ECEC setting. The aim of this paper is to share four key lessons learnt from a professional collaboration that was established between researchers and educators within New South Wales, Australia. The paper highlights the need for researchers to have a thorough understanding of the early childhood environment, the importance of relationships within the early childhood sector and the need for researchers to include educators in all stages of the research process. Child and educator outcomes have the potential to be enhanced from professional collaborations established between researchers and educators.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - 'The color of heart is more important': Korean
           kindergarteners exploring racial diversity through poem writing
    • Abstract: Kim, So Jung; Wee, Su-Jeong; Lee, Youngmi
      Although the benefits of poem writing have been emphasised in a variety of contexts, there has been an understandable lack of knowledge about how to promote young children's multicultural/multiracial awareness using poetry writing. Adopting a qualitative case study approach, the current article explores how poem writing after reading and discussing multicultural picture books helps Korean kindergarten children develop an understanding of racial diversity and equality. As part of a large-scale research project on multicultural education in South Korea, this study focuses on data collected over a five-month period including participatory observations, in-depth interviews and written materials. Findings suggest that writing poetry can function as a means to foster children's critical awareness of racial diversity and equality and can help them find their own identities. How to make poetry-writing activities more meaningful and effective in the early childhood classroom is discussed.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - Gender differences in early literacy and mathematics
           achievement and self-regulatory behaviours in the first year of school: An
           Australian study
    • Abstract: Walker, Sue; Berthelsen, Donna
      This paper presents analyses of gender differences in classroom behaviours (e.g. attentiveness and task persistence) and early academic outcomes. Data is drawn from Growing Up in Australia: The Longitudinal Study of Australian children (LSAC). In these analyses, data from Wave 1 data collection (2004) and Wave 2 data collection (2006) for the Kindergarten Cohort are used. A sample of 2315 children who were in Year 1 of school at Wave 2 data collection are the focus for the analyses reported. The analyses draw on teacher ratings of children's literacy and language competence and mathematical thinking in Year 1 of school; as well as ratings of children's self-regulatory behaviour in the classroom and level of problem behaviours. Girls were rated by their teachers as having better literacy and language outcomes that were predicted by more positive classroom behaviours. Results are discussed with respect to the influence of children's classroom behaviours on academic learning at the beginning of formal schooling.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - Childcare teachers' attitudes toward the integration
           of care and education in Korea
    • Abstract: Park, Soyeon; Yang, Sungeun; Sims, Margaret
      This study explores Korean childcare teachers' attitudes toward the integration of care and education and the primary issues related to such integration. Ninety-three childcare teachers (91 females and two males) residing in the Seoul metropolitan areas of South Korea participated in this study. Most teachers in this study believed that combining care and education would enhance the professionalisation of the early care and education field and enable better services for children. The teachers expected the following fundamental elements from the integration: heightened criteria for teacher certifications; better work conditions for teachers; age-specific standardised curricula; and improvements to the quality of facilities because of consolidated administration and management. However, the teachers were concerned with possible challenges in the childcare field after integration and its impact on childcare teachers' job opportunities. The teachers' perspectives voiced in this study offer timely data that may facilitate the development of specific guidelines and directives for the integration of care and education. Implications from this study may also contribute valuable information to other countries experiencing similar challenges in combining early education and care.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - Play: Challenging educators' beliefs about play in the
           indoor and outdoor environment
    • Abstract: Leggett, Nicole; Newman, Linda
      Western discourses of Early childhood pedagogy promote a play-based approach to learning, growth and development. However, play is a contested concept. Educators' understandings can vary from allowing freedom for children to play without interference, through to a range of adult engagement levels. The Australian Early Years Learning Framework adopts a play-based approach to children's growth and development, though says little about adult roles or intentionality in play. This paper draws from recent research that explored educators' beliefs and understandings of their roles as intentional teachers within indoor and outdoor learning environments. Findings highlighted differences between role and responsibility perceptions whereby educators shifted roles from teacher to supervisor between contexts. Drawing on Vygotsky's sociocultural approach that regards play as a social event and the leading source of development, promoting cognitive, emotional and social development in young children (Connery, John-Steiner and Marjanovic-Shane, 2010), we believe that a re-examination of the role of the educator in children's play requires specific attention. Finally, based on the research, we contest the notion of 'free play'. This paper suggests that by acknowledging the role of the educator as an intentional teacher both indoors and outdoors, and emphasising the complexity of the educator role, a more robust definition of play that is reflective of contemporary early childhood contexts and curricula can evolve to strengthen educator understanding and practice.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - Young children's learning of literacies in
           transnational and sociocultural contexts in families with immigrant
           mothers in Taiwan
    • Abstract: Hsin, Ching-Ting
      Because of presumptions of educational deficiency, little was known about the education-related resources of new-immigrant families in Taiwan (i.e. one parent is a marriage immigrant and the other is from Taiwan). This study therefore aimed to investigate the household resources and knowledge that promote literacy in these families. Four Vietnamese immigrant mothers with children aged four-six years, their husbands and their children were recruited in this ethnographic study. It was found that the children learned oral language, literacy and cultural knowledge through literacy practices in various transnational contexts, including visiting Vietnam, making telephone calls to Vietnamese relatives, listening to Vietnamese songs and stories, going to Vietnamese restaurants and stores and socialising with their mothers' Vietnamese friends. Moreover, their literacy learning was intertwined with their engagement in parents' jobs, hobbies and life experiences and with their learning of Vietnamese cultural values and multiple languages. The understanding of these children's experiences provides insight into the incorporation of such resources into literacy curricula. For example, teachers could expand children's knowledge of Vietnamese food by reading books about Vietnamese agriculture.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - Including playful aggression in early childhood
           curriculum and pedagogy
    • Abstract: Hart, Jennifer L; Nagel, Michael C
      The appropriateness of young children's playful aggression within early childhood settings continues to be debated among early childhood professionals. Research suggests that children's play - all types of play - should be the foundation of early childhood practice; however, playful aggression continues to be a neglected aspect of early childhood curricula. While decades of research identify the significant developmental benefits within multiple domains of learning as derived from various aspects of play, strict policies prohibiting playful aggression remain. With a growing number of young children enrolled in preschool programs it is important for educators to provide beneficial and inclusive experiences conducive to fostering optimal development of young children in all learning domains. This article suggests that the intolerance of children's playful aggression may reduce their optimal development; more specifically, their cognitive, social, physical and communicative development may be limited or hindered due to the omission and/or exclusion of playfully aggressive opportunities.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - Risk burden, participation in early childhood
           education and care, and child outcomes
    • Abstract: Biddle, Nicholas; Crawford, Heather; Seth-Purdie, Robyn
      In 2008, Australian commonwealth and state and territory governments signed a National Partnership Agreement on Early Childhood Education, committing to provide universal access to quality early childhood education in the year before full-time schooling. The agreement noted that early childhood is a critical development period and quality early childhood education programs particularly benefit children at risk of poorer outcomes. Using the Longitudinal Study of Australian Children, we show that for children aged four to five years in 2008, baseline risk factors were significantly associated with a range of poorer outcomes in the early school years and these associations were not offset by participation in a preschool program or attendance at day care without a preschool program. These results serve as a benchmark for the success of subsequent initiatives to provide children with universal access to quality preschool programs.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - The combined bachelor of education early childhood and
           primary degree: Student perceptions of value
    • Abstract: Harrison, Cathie; Joerdens, Sarah Heinrich
      The field of Early Childhood Education and Care (ECEC) in Australia is a highly dynamic one. Increased government interest and funding during the years of the Labor Governments from 2008-2012 strengthened the sector in terms of increased funding, policy development, level of staff qualification and measures of quality. While this support resulted in increased numbers of children enrolled in ECEC settings and greater numbers of students enrolled in early childhood teacher education degrees, it also contributed to increased workforce pressures and a shortage of qualified early childhood teachers. In this paper we report on a quantitative study that investigated the nature of student experience in a combined Bachelor of Education Early Childhood and Primary degree, and student perceptions of value. The results of the study indicate positive responses to the inclusion of both early childhood and primary content and professional experience undertaken in both prior to school and school settings.

      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 42 Issue 1 - Editorial
    • Abstract: Nichols, Susan
      PubDate: Thu, 25 May 2017 22:33:13 GMT
       
  • Volume 41 Issue 4 - Editorial
    • Abstract: Barblett, Lennie
      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - Effects of an evidence-based intervention on the
           Australian English language development of a vulnerable group of young
           Aboriginal children
    • Abstract: Brookes, Isabel; Tayler, Collette
      Learning in both informal and formal settings is vital to each child's sense of wellbeing and achievement, particularly for children identified as experiencing high levels of disadvantage and having markedly increased risk of poor educational attainment, health and development. National data indicates that Aboriginal children are especially vulnerable to low levels of engagement with education systems, including preschool. Recent reforms in early childhood education and care provision draw attention to focused educational strategies to promote early learning, since high-quality early learning experiences help to ameliorate early disadvantage.

      This paper describes an experimental study designed to assess the effect of an evidence-based early learning intervention that targets both toddler language development and their capacity to attend to tasks with an adult (in this study, an early childhood educator and/or allied health professional). Aboriginal children aged 23 to 36 months participated in this intervention that was implemented by the educators at an Aboriginal long day care service over four months. The children were assessed pre-, post- and three-months following the intervention. The significant increase in their expressive and receptive language, and their initiation of joint attention behaviours, illustrates the potential of this intervention to change the language growth trajectories of very young children who live in similar circumstances. The study findings provide direction for program improvement across the centre, and set the scene for achieving practice change that may close gaps in development and achievement for children experiencing high levels of disadvantage early - long before school. Further research on the effectiveness of a larger-scale program improvement strategy is underway.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - Tablet technology and cloud storage as evidence of
           pedagogic development in pre-service teacher education
    • Abstract: Highfield, Kate; De Gioia, Katey; Lane, Rod
      Increasingly, educators and pre-service teachers studying to become educators are called to present evidence of their teaching practice and the development of their pedagogic skills. Traditionally this evidence was likely to be printed, with pen and paper notes or typed examples. However, technology such as mobile and tablet devices and cloud storage is enabling new forms of evidence. This study was designed to examine how pre-service teachers develop a digital teaching portfolio incorporating multi-modal evidence linked to accreditation standards. This paper examines survey data, focus group responses and work samples to explore how 213 pre-service teachers use technology to document their work and pedagogic engagement. In examining the nature of 'evidence' we have adapted Bronfenbrenner's ecological framework (1979, 1993) to investigate pre-service teachers' perceptions of evidence of learning and explore their concerns with using technology to document learning and facilitate teacher accreditation.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - The pushes and pulls of pedagogy in the early years:
           Competing knowledges and the erosion of play-based learning
    • Abstract: Barblett, Lennie; Knaus, Marianne; Barratt-Pugh, Caroline
      In Western Australia, early childhood educators have been asking whose agenda does early childhood knowledge serve and for what purpose? This has come to the forefront of debate as play as a pedagogical tool is disappearing from programs for four- and five-year-old children in favour of early academics through a pushdown curriculum. Such a trend was confirmed from research conducted with 200 Western Australian early years educators (mainly teachers) to discuss their most concerning early childhood pedagogical issue. This paper describes the educators' most significant concern, which was the erosion of play-based learning and the tension about the use of play as a legitimate pedagogical tool in early years programs. The analysis revealed competing knowledge about current moves in early childhood education. The knowledge shared by educators has implications for quality learning and teaching in the early years and impacts on children, educators, parents and schools, and in particular, early childhood pedagogy.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - Building pedagogical leadership knowledge in early
           childhood education
    • Abstract: Carroll-Lind, Janis; Smorti, Sue; Ord, Kate; Robinson, Lesley
      This paper describes a research and development project that trialled a coaching and mentoring methodology with pedagogical leaders in early childhood settings in Aotearoa New Zealand. The methodology, which drew on 'third-generation' cultural-historical activity theory (CHAT) was taught to leaders who were coached and mentored to use it as a mediating tool to identify connections between everyday leadership tensions and systemic contradictions (as identified within CHAT). The paper elaborates on the way in which participants came to understand the centre as an activity system and learned to 'play the system' rather than the person in the exploration and resolution of contradictions. They did so through engaging in productive change conversations with colleagues within their workplace settings. The paper concludes by confirming the potential of CHAT as a tool for building pedagogical leadership capacity through using tension and/or conflicting views as starting points in developing shared meanings and practices.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - The selection of ECEC programs by Australian families:
           Quality, availability, usage and family demographics
    • Abstract: Cloney, Dan; Tayler, Collette; Hattie, John; Cleveland, Gordon; Adams, Ray
      High-quality early childhood education and care (ECEC) programs have the potential to ameliorate socioeconomic status (SES) gradients. In the Australian ECEC market, however, there is no guarantee that children from low SES backgrounds access high-quality ECEC programs. This study tested the influence of family SES on the selection of ECEC program quality. Participants were 2494 children enrolled in up to 1427 ECEC classrooms (mean age at entry = 43 months, SD = eight months). The study controlled for a range of child, family, home and community-level background factors. Both cross-sectional (linear regression) and longitudinal (growth models) methods are used.

      The study confirmed that children from lower SES families were more likely to attend lower quality programs. Longitudinal modelling showed the largest quality gap before kindergarten.

      To narrow SES-related achievement gaps there is a need to significantly improve aspects of program quality that influence children's development, and specifically to do so in programs for younger children. There is a particular need to target ECEC programs in lower SES areas to ameliorate the observed SES quality gradient. The findings further challenge current policy directions from the Productivity Commission inquiry into child care and early learning.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - Childcare educators' understandings of early
           communication and attachment
    • Abstract: Jovanovic, Jessie; Brebner, Chris; Lawless, Angela; Young, Jessica
      Giving voice to the discipline-specific knowledge and pedagogical practices of childcare educators, this paper attempts to explore new ways of defining educators' work with young children, given the post-structural turn in Australian and international early childhood policy. Three focus groups (n = 8 children's education and care services; n = 19 educators) were held in metropolitan Adelaide (South Australia) to explore their professional understandings of early communication and attachment development. Childcare educators described the relational and communicative elements of their work that supported or constrained their capacity to understand individual children's socioemotional needs at enrolment, during transitions and in day-to-day routines. Whether attachment relationships were forged or being built, these educators explained how emotional reciprocity and an understanding of the child through secure attachment relationships enabled them to notice young children's communication abilities and needs, and vice versa. While the findings illuminate the expertise childcare educators bring to their work, we argue that there is a need to further explore how this expertise shapes their programs, practices and professional development needs.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - Parent perspectives on the implementation of a digital
           documentation portal in an early learning centre
    • Abstract: McFadden, Amanda; Thomas, Kerrin
      The transfer from paper-based systems to digital documentation portals is revolutionising how information is delivered to parents in early childhood education and care settings. This study used a mixed-method approach to document the implementation and use of a digital portal in a large early learning centre from the perspectives of parents. Findings revealed a number of concerns for parents such as privacy, ethical use of images, storage of data and documentation content. However, the significant uptake of the portal by parents, attributed to a desire for greater connections with their child and with other parents, and the facilitation of these connections via the digital portal, was a key finding of this study.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - Re-thinking professional development: Positioning
           educational documentation as everyday professional learning
    • Abstract: Harcourt, Deborah; Jones, Lesley
      The intent of this paper is to explore the ways in which educational documentation - one of the many important key principles that challenge and sustain the educational theories and teaching practice of the Reggio Emilia Educational Project in Italy - supports the practice, principles and pedagogy of early years educators. In this particular context, documentation is positioned as both a strategy and a tool for examining the work of the individual and of the group, for both children and educators, with the aim of questioning the role documentation might play in supporting educators' professional learning. This commentary paper will examine the concept of documenting as a process that enables an educator's work to become visible and therefore support their evolving capacity as an educator, through ongoing reflective practice, as indicated in the Australian Early Years Learning Framework (DEEWR, 2009).

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - The view from the helicopter: Examining the Australian
           early childhood workforce using the national census of population and
           housing
    • Abstract: Jackson, Jen
      This study used data from the 2011 Australian Census of Population and Housing to examine differences between Australian early childhood educators at different qualification levels: certificate/unqualified, diploma-qualified and degree-qualified. The study's theoretical framework is informed by the work of Pierre Bourdieu and views qualifications as markers of broader differences in social and cultural capital. This paper describes how early childhood educators were identified in the Census data, and presents some preliminary findings, showing differences in educators' schooling, engagement in further study, income, employment arrangements and family responsibilities. These findings suggest that educators' qualifications are related to broader social differences, which have implications for how different groups of educators might experience current policy efforts to improve workforce qualifications and professionalism. Of particular concern is a group of educators whose educational background and employment circumstances place them at risk of marginalisation in the labour market and in the early childhood education and care professionalisation agenda.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - Noisy neighbours: A construction of collective
           knowledge in toddlers' shared play space
    • Abstract: Li, Liang; Quinones, Gloria; Ridgway, Avis
      Evidence from a larger project 'Studying babies and toddlers: Cultural worlds and transitory relationships' in Australian long day care settings is gathered. We argue that toddlers co-construct collective knowledge through expressive play activities with peers and educators. We analyse how educators enter play, taking the toddlers' perspective to develop collective knowledge. We investigate how toddlers creatively produce knowledge through educators' awareness of their play spaces, aiming to find the different ways they affectively participate in processes of producing knowledge. Vygotsky's cultural-historical concepts of the social situation of development and play form the research foundation. Using visual narrative methodology and reflective dialogue to explore toddlers' everyday play activity, one play episode of an educator entering shared collective play with toddlers is analysed. We find educators' involvement and peer interaction significant for learning and social production of collective knowledge in toddlers' play spaces. Responding to toddlers' active expressions by entering play develops collective knowledge.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - Infant-toddler educators' language support practices
           during snack-time
    • Abstract: Degotardi, Sheila; Torr, Jane; Nguyen, Nga Thanh
      This study investigates the quantity and quality of infant-toddler educators' language-support practices during morning or afternoon snack-time short episodes. Infants' participation in, and the quality of their interactions with adults plays a critical role in their language development. However, while mealtimes with older children have been identified as providing rich opportunities for language development, research suggests that infant educators may overlook the pedagogical significance of this context.

      The participants comprised 26 focus educators whose video-recorded snack-time interactions were extracted from a three-hour observation of their normal duties with the children. The recording and associated transcript of focus educator talk was analysed to determine measures of language-promoting talk characteristics and teaching strategies. Overall results illustrate that educators' language-promoting practices were limited in their potential to promote language development. Individual differences were positively related to qualification level, and to whether or not the educator predominantly sat with the children, and were negatively related to infant-educator ratios. Findings suggest the need for an increased focus on educators' pedagogical knowledge and skills related to supporting language development with these very young children.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - Transition to school anxiety for mothers of children
           with food allergy: Implications for educators
    • Abstract: Sanagavarapu, Prathyusha; Said, Maria; Katelaris, Constance
      Parental concerns for the safety of their children with food allergy greatly increase once they reach 'school age', yet those concerns have not been investigated to date, despite the increasing attendance of children with food allergy in schools in Australia and globally. This pilot study explored 10 affected Australian mothers' feelings and perspectives of their children's transition to school.

      The results from Photo Elicitation Interviews revealed that mothers were anxious, concerned about their children's safety, and they perceived food allergy risks to be comparatively greater in schools than in prior-to-school settings, especially in the school playground. Mothers had a myriad of concerns relating to trusting and transferring the responsibility for their children's safety to school staff, as well as to the children themselves. Additionally, they were concerned about other parents' negative attitudes towards food allergy or affected children and families, and normalising children's school life with food allergy. Although based on a small sample, the findings have important implications for educators to ease parental anxiety and facilitate their child's positive start to school.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
  • Volume 41 Issue 4 - Work 'with' me: Learning prosocial behaviours
    • Abstract: Carter, Margaret Anne; Ellis, Carmel
      This article reports research findings from a descriptive study, identifying the perceptions of 33 staff in one early childhood Montessori centre in south-east Queensland, Australia. The authors report on the instructional practices associated with young children learning prosocial behaviours in this centre. Social understanding and skill acquisition communicated with authoritative practices were ranked favourably, compared with punitive practices of ordering and bribing children to behave. Engaging in respectful limit setting involving teaching children baseline social rules was preferred over telling, blaming and punishing children to behave. Our findings provide preliminary support for the importance of educators purposefully teaching young children the minimal level prosocial behaviours expected within early childhood education contexts.

      PubDate: Tue, 14 Feb 2017 01:52:17 GMT
       
 
 
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