bluuebunny/crossref_metadata_2025 huggingface dataset:
Experiences of Congolese Refugee Families in New Zealand: Challenges and Possibilities for Early Childhood Provision
Authors: Mitchell Linda , Ouko Amondi
Published: March 2019

INTERNATIONALLY, THERE HAS BEEN a broad commitment to seeking refugee perspectives on resettlement experiences. Recent research has highlighted challenges for refugees in accessing school and tertiary education that is responsive to their ethnic and cultural identities and to the contexts of their lives. There are few studies, however, of refugee perspectives on early childhood education. This absence is worrying, given the growing number of refugee families with preschool children and the potential for early childhood education to play a transformative role in family lives. In a small community research study we analyse the drawings, stories and focus group discussions of Congolese refugee families who talked about living in New Zealand, their aspirations for their children and for early childhood education and care. We argue that understanding these points of view could be the basis for creating new possibilities that enable cultural and social connectedness, social justice and equity, and agency within early childhood provisions.
It's not rocket science: The perspectives of Indigenous early childhood workers on supporting the engagement of Indigenous families in early childhood settings
Authors: Grace Rebekah , Trudgett Michelle
Published: March 2019

THIS PAPER PRESENTS THE findings from semi-structured interviews with six Indigenous Australian early childhood workers who were asked about how Indigenous families might be better supported to engage with early childhood education and care services. The workers identified three key barriers to family participation: transport difficulties, family embarrassment or ‘shame’, and community division. Facilitation of family engagement was argued to require an acceptance of individual families as well as the embracing of culture and the wider Indigenous community. In addition, the interviewees stressed the importance of ongoing and appropriate training and support for Indigenous early childhood professionals. This paper contributes to the growing body of research to inform practice in early childhood settings that serve families with complex support needs, and highlights the importance of cultural knowledge and respect.
The role of community-based playgroups in building relationships between pre-service teachers, families and the community
Authors: McFarland-Piazza Laura , Lord Alison , Smith Melissa , Downey Belinda
Published: March 2019

THE PURPOSE OF THIS STUDY was to explore how connections between families, communities and educators can be facilitated in teacher education courses through the use of playgroups. Barriers to building relationships, as well as the perceived benefits of these relationships to families and pre-service teachers, were also explored. Participants were involved in weekly university-based community playgroups. Focus group interviews were conducted and the constant comparative method was used to analyse interview transcripts. Themes of ‘Constraints’ and ‘Enablers’ emerged from pre-service teachers' transcripts, indicating that they were initially uncomfortable with community and family involvement but eventually made connections as to why this was important. The theme of ‘positive relationship building’ emerged from parents' transcripts, indicating that they saw building relationships with families and communities as an important role of early childhood educators. Implications for the importance of authentic learning situations for fostering these relationships in teacher education courses are discussed.
The association between playgroup participation, learning competence and social-emotional wellbeing for children aged four–five years in Australia
Authors: Hancock Kirsten , Lawrence David , Mitrou Francis , Zarb David , Berthelsen Donna , Nicholson Jan , Zubrick Stephen
Published: March 2019

DATA FROM Growing Up in Australia: The Longitudinal Study of Australian Children is used to examine the associations between playgroup participation and the outcomes for children aged four to five years. Controlling for a range of socioeconomic and family characteristics, playgroup participation from birth to three years was used to predict learning competence and social-emotional functioning outcomes at age four–five years. For learning competence, both boys and girls from disadvantaged families scored three–four per cent higher if they attended playgroup at ages birth–one year and two–three years compared to boys and girls from disadvantaged families who did not attend playgroup. For social and emotional functioning, girls from disadvantaged families who attended playgroup at ages birth–one year and two–three years scored nearly five per cent higher than those who did not attend. Demographic characteristics also showed that disadvantaged families were the families least likely to access these services. Despite data limitations, this study provides evidence that continued participation in playgroups is associated with better outcomes for children from disadvantaged families.
Building foundations for numeracy: A qualitative analysis of the basic concept knowledge demonstrated by young deaf children
Authors: Kritzer Karen
Published: March 2019

THE QUALITATIVE STUDY DESCRIBED in this article examines the knowledge of basic concepts demonstrated by six young deaf children* with high/low levels of mathematical ability as measured by performance on a formal (i.e. Bracken Basic Concept Scale) and informal (i.e. classification/sorting task) assessment. Findings indicate that children with lower mathematics ability, as measured by the Test of Early Mathematics Ability (TEMA-3), also demonstrated limited understanding of basic concepts and weaker thinking skills as evidenced by a lack of ability to categorise or classify at a level comparable to their more mathematically able peers. Such performance suggests that a foundation in basic concept knowledge and thinking skills may be critical to the development of early numeracy skills.
What is going on in early years music planning? A study of early years teachers' weekly plans
Authors: Garvis Susanne
Published: March 2019

ARTS EDUCATION IS AN Important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education.

This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and 3 in Queensland, Australia. Settings took a structured ‘curriculum-focused’ approach to learning in the early years, which made the exploration of planning important. Our study looked for segments of time devoted to music throughout the week. Content analysis was used to interpret the weekly plans, with three themes emerging: (1) The majority of the weekly plans were dedicated to literacy and numeracy; (2) Little time was devoted to the teaching of music apart from the scheduled 30-minute music lesson with a specialist teacher in some schools; and (3) Of the limited number of weekly plans that featured music, activities were teacher-directed. These results provide insight to the current understanding and value of music education in the early years curriculum. Key messages can be drawn about the importance of professional development, music advocacy in the early years, and curriculum and policy planning.
The quality imperative: Tracing the rise of ‘quality’ in Australian early childhood education and care policy
Authors: Logan Helen , Press Frances , Sumsion Jennifer
Published: March 2019

QUALITY IN EARLY CHILDHOOD development was barely mentioned in government policy four decades ago. But this has changed. Using discourses and gazes as analytical tools, and by examining the recent past (1972–2009), this article traces how and why ‘quality’ has become a key component of the current Council of Australian Governments' agenda. We conclude that the elevated status of quality arises from shifts in policy understandings of the social and economic potential of early childhood education and care. These changing understandings highlight the need for in-depth genealogical analyses.
The transition to school of children with developmental disabilities: Views of parents and teachers
Authors: Walker Sue , Dunbar Stephanie , Meldrum Katrina , Whiteford Chrystal , Carrington Suzanne , Hand Kirstine , Berthelsen Donna , Nicholson Jan
Published: March 2019

THE TRANSITION FROM EARLY INTERVENTION programs to inclusive school settings presents a range of social challenges for children with developmental disabilities. In Queensland, in the year of transition to school, many children with developmental disabilities attend an Early Childhood Development Program for two to three days each week and also begin attendance in a mainstream program, with the latter increasing to full-time attendance during the year. Quantitative and qualitative data was collected by questionnaires regarding 62 children participating in the Transition to School Project. Their parents and teachers were asked for their perceptions of the success of the transition process and the benefits and challenges of inclusion. Both parents and teachers saw a range of benefits to children from their inclusion in ‘regular’ classrooms, with parents noting the helpfulness of teachers and their support for inclusion. Challenges noted by parents included the school's lack of preparation for their child's particular developmental needs, especially in terms of the physical environment, while teachers reported challenges in meeting the needs of these children within the context and resources of the classroom. Parents were more likely than teachers to view the transition as easy. Correlational analyses indicated that teachers were more likely to view the transition as easy when they felt the child was appropriately placed in a ‘regular’ classroom. Findings from this project can inform the development of effective transition-to-school programs in the early school years for children with developmental disabilities.
Relational aggression and prosocial behaviours in Australian preschool children
Authors: Swit Cara , McMaugh Anne
Published: March 2019

RELATIONAL AGGRESSION IS A subtle form of aggressive behaviour that uses dyadic relationships and manipulation as a vehicle of harm. Little is known about relational aggression in preschool-age children in cultural contexts outside the United States. This study examined relationally aggressive behaviours and prosocial behaviours in Australian preschoolers. The sample consisted of 60 children aged from three to five years (35 boys, 25 girls). Teachers rated children's social behaviour in terms of relational aggression and prosocial behaviour. Results indicated that teachers report significantly more relational aggression in the oldest age group of children (aged > 4.5 years). Relational aggression was related to lower scores of prosocial behaviour ( p < 0.05). No significant differences were found between boys' and girls' engagement in relational aggression and prosocial behaviours. Results are discussed in terms of the importance of recognising the prevalence of these aggressive behaviours in Australian preschool-age children and the need for immediate intervention.
Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices
Authors: Cheung Rebecca Hun Ping
Published: March 2019

THE STUDY AIMED TO EXAMINE the relationship between early childhood teachers' beliefs about good creative practices and their actual instructional practices; namely, characteristics of a creative teacher, environmental settings important for developing creativity, teaching strategies used for developing creativity, and criteria for judging creativity in children. The participants were 15 early childhood teachers from five early childhood settings in Hong Kong. Individual structured interviews and classroom observations were used to collect data. Results showed that most teachers held similar beliefs about good creative practice and these beliefs generally aligned with those suggested in the literature. Findings from the classroom observation revealed both congruity and inconsistencies between teachers' stated beliefs and their classroom practice. Their actual practices were a function of many influences rather than just their beliefs. The findings have implications for professional development programs and the implementation of creativity reform.
Tensions in incorporating global childhood with early childhood programs: The case of South Africa
Authors: Ebrahim Hasina
Published: March 2019

GLOBAL CHILDHOOD AS A CONCEPT privileges western ideals of how young children experience growing up, how adults educate them, and how priorities are set for them. Ways of knowing and doing early childhood are backed by Euro-American knowledge, international conventions and scientific evidence which gives a semblance of the truths for intervening in the lives of children and their families in the majority of the world. The real conditions of young children's lives, the complexity and diversity of early childhood in the majority world require engagement with the plural concept of multiple childhoods. The recognition of the latter is creating greater focus on the versions of childhood informed by local conditions in the majority world. This article foregrounds the complex ideas and practices which form an integral part of how people shape early childhoods in the majority world. South Africa is an ideal example of how the political, economic and cultural context shaped and continues to shape versions of early childhood through the periods of apartheid, reformation and democracy. Using my experiences in investigating non-centred models of early childhood and other related South African studies, I examine early childhood programs that aim at paying attention to local ways of knowing and doing early childhoods. In particular I look at three arenas which show tensions of incorporating global childhood with local concerns for the betterment of young children's lives. Community involvement, child participation and non-centre-based early childhood education are examined as spaces for opening up debates in the field.
Inclusive childcare services: Meeting the challenge for Indigenous children
Authors: Sims Margaret , Saggers Sherry , Frances Katie
Published: March 2019

CHILD CARE FOR INDIGENOUS CHILDREN provides an important site for early health and wellbeing interventions, and smooths the transition to school. It is demonstrably protective for children vulnerable to abuse and neglect. Furthermore, employment in child care and/or having access to child care in order to take up other employment provides a pathway towards a productive future. Given that formal child care provides for a range of beneficial outcomes for children in significantly disadvantaged positions, how can more Indigenous children and their families be encouraged to participate in such care, especially in a mainstream setting? The following paper draws upon a broad-based consultation funded by the Australian Government and conducted throughout 2005–2006 to respond to this question. The research methods included focus groups, community consultations, and interviews with key stakeholders in the childcare sector in order to identify the key issues regarding the challenges of childcare services for Indigenous families and service providers. The literature and the research findings highlight that, for mainstream child care to be an effective option for Indigenous children, it must take a broad role by providing high-quality, inclusive and community-specific services based on family and community involvement, and culturally relevant child care and programming.
What number knowledge do children have when starting Kindergarten in NSW?
Authors: Gould Peter
Published: March 2019

AT THE START OF THE FIRST FORMAL year of schooling in New South Wales, teachers gather information on a number of aspects of children's numeracy to guide their teaching program. This information is essential to planning teaching activities to meet the needs of all students. This paper reports on some key aspects of number knowledge held by 65 000 children with an average age of 5.3 years when they started in NSW public schools in 2011. The data highlights the diverse yet interconnected number knowledge children possess when they start school, and suggests directions for further enquiry.
Developing the understanding of the role of interpersonal interaction in early literacy development: A case study of a Thai public preschool
Authors: Klibthong Sunanta
Published: March 2019

THIS STUDY FOCUSES ON THE role of interpersonal interaction in early literacy development in one public preschool school in Bangkok, Thailand. Specifically, it explores and analyses the nature of interpersonal interaction and collaborative activities the teachers employ in teaching literacy to children. The study involves observation of 82 children in literacy activities and interviews with three teachers. Framed and analysed in Vygotsky's cultural-historical theory, the results show interpersonal activities to be related to collaborative writing, collaborative story-reading, collaborative dialogic inquiry, collaborative meaning-making and child–child partnerships. The paper concludes that raising professional knowledge of the significance of interpersonal interaction, and focused professional development which builds and maintains teacher awareness of their teaching of literacy, would enhance children's literacy development in Thailand.
Negotiating and creating intercultural relations: Chinese immigrant children in New Zealand early childhood education centres
Authors: Guo Karen , Dalli Carmen
Published: March 2019

A MULTIPLE-CASE STUDY INVESTIGATION of the experiences of eight Chinese immigrant children in New Zealand early childhood centres suggested that the immigrant children's learning experiences in their first centre can be understood as a process of negotiating and creating intercultural relations. The children's use of family cultural tools, such as the Chinese language, was a distinctive feature of their learning experiences, simultaneously revealing and extending their exploration of the intercultural practices and their establishment of a sense of belonging. In the presence of Chinese-speaking peers who acted as ‘bridges' and ‘boundary objects’, the Chinese language was actively used by the immigrant children in English-speaking early childhood centres and, as a result, they created intercultural relations which: (i) bridged the two cultures; (ii) brought the cultures into convergence; (iii) enabled the children to claim group identity; and (iv) battled intercultural constraints. The absence of Chinese speakers, on the other hand, constrained possibilities for intercultural relations. The focus on intercultural relations in this study is expected to lead to educational initiatives to support the incorporation of diverse cultures in early childhood services.
Young children's beliefs about including others in their play: Social and moral reasoning about inclusion and exclusion
Authors: Wainman Broiny , Boulton-Lewis Gillian , Walker Sue , Brownlee Jo , Cobb Charlotte , Whiteford Chrystal , Johnsson Eva
Published: March 2019

PREVIOUS RESEARCH HAS EMPHASISED the importance of active citizenship in the early years for the development of a tolerant and cohesive Australian society. This paper presents findings related to young children's beliefs about exclusion based on gender and race 1 . The findings draw from a larger study exploring the development of children's moral and social values and teachers' beliefs and practices related to teaching for moral development in the early years of school in Australia. This current study examined reasoning about exclusion in early childhood with children aged five–eight years. One hundred children from seven schools (Preparatory to Year 3) answered questions relating to two scenarios where the children had to make a decision about whether to include others of different gender or race in their play. The majority of children believed that others should be included in their play, regardless of their gender or race. When asked to explain, the children primarily gave reasons related to moral concern and fairness. They were then asked whether they would continue to include or exclude if their friends (social consensus) or teachers (authority) suggested otherwise. Most maintained their beliefs when beliefs to the contrary were voiced by their peers and teachers. The implications of these responses are discussed.

1 Funded by the Australian Research Council 2008–2010, DP0880000.
Factors Affecting the Transition to School for Young Children with Disabilities
Authors: Schischka Janice , Rawlinson Catherine , Hamilton Richard
Published: March 2019

THIS QUALITATIVE STUDY EXAMINED the factors involved in school transitions for a sample of 17 children with a range of disabilities, aged from 5.25 to 6.16 years, their parents, and their Year 1 teachers. Parents and teachers were interviewed and asked for their retrospective views on how the transition process had occurred for their children in the period immediately before and after school entry. Certain practices emerged as most successful for this sample, particularly good ongoing levels of communication and collaboration between families and schools. Holding meetings to plan the transition and allowing children multiple opportunities for pre-entry visits to the new school contributed to this. Following school entry, teachers' use of differentiation practices also aided the transition. We conclude that the home–school partnership is the most critical factor determining school transitions for this sample of children with disabilities. Recommendations are made for educational practice.
Interaction or Interruption? Five Child-Centred Philosophical Perspectives
Authors: Widger Susan , Schofield Anne
Published: March 2019

THIS STUDY INVESTIGATED EARLY childhood educators' beliefs regarding whether and when they should interact with children. Interviews were conducted with five educators chosen for their alignment with five distinct philosophical approaches representing a range of contemporary early childhood education services in New Zealand. A qualitative approach was used to elicit their individual stories to delve into the complexities of child-centred interactions.

The literature reviewed highlighted an apparent tension between developmental and sociocultural perspectives, namely the issue of whether and when educators choose to interact with children. However, this study suggests that such tension is nullified when educators align their daily practice with clear philosophical guidelines.
Watching the Children Watching Play School: Indicators of Engagement, Play and Learning
Authors: Harrison Cathie
Published: March 2019

THIS PAPER PROVIDES AN overview of one aspect of a research project to investigate the contribution of the television program Play School to the health and wellbeing of young Australian children. The research question for this aspect of the study was: How do young children respond to the various elements and segments of Play School when viewed within a small group in a suburban preschool context? Children attending two Sydney preschools were observed by co-researchers while they watched an episode of Play School. The observations of the children's responses were recorded and analysed, using a range of theoretical perspectives to identify examples of engagement, play and learning in response to different segments of the program. Qualitative data provided by the co-researchers offered further insight into the impact of particular segments on children's movement responses such as whole body movement, feet-tapping and dancing; verbal responses such as questions and comments and singing; and nonverbal responses such as pointing, nodding, shaking head. The results of the study indicate that Play School viewing supports child engagement, play and learning through verbal interaction and the active participation of preschool-aged children. These results have implications for producers of television programs for young children as well as for early childhood educators and carers who may be investigating ways to increase child engagement in play.
The Role of Teaching Poetry in Developing Literacy in Greek Primary School: A Case Study
Authors: Aravani Evagelia
Published: March 2019

THE PURPOSE OF THIS case study is to examine the ways in which the systematic teaching of poetry reading at Greek primary school enhances children's interest in reading and helps develop their oral skills by enriching their vocabulary and creative thinking. The present poetry project was implemented at a Greek public kindergarten in Rethymno, Crete in the school year 2010–2011. The sample consisted of 22 children (12 boys and 10 girls) aged five to six years. The teaching instruction design was based on Rosenblatt's Transactional theory. The data were collected through (1) an observation checklist, (2) an observation diary, (3) post-course interviews with the children, and (4) a post-course interview with the teacher of the class. The findings indicated that: (a) small children described the poetry program as the most enjoyable part of language arts, (b) children's reading engagement and motivation were increased and (c) through the poetry program children developed better literary and reading skills.
Parents' Perspectives of the Home–School Interrelationship: A Study of Two Hong Kong–Australian Families
Authors: Wong Pui Ling
Published: March 2019

FAMILIES AND SCHOOLS NEED to gain a mutual understanding in order to provide a favourable learning environment for the school child, especially in a culturally diverse society. This paper explores the interrelationships between the family and school practices of two Hong Kong–Australian families from the parents' perspectives. The data presented is from a qualitative case study involving video observation and interviews to capture the family practices of the two families and the practices of their children's schools as perceived by the parents. The analysis of the data reveals three types of relationship between home and school; Concordance leads to harmonious continuity; constant dissonance breaks relations, and dialectical relations make positive changes. The outcomes of the study suggest the importance of the synergy between home and school values and practices, and the roles of effective communication and mutual accommodation of home–school practices to optimise children's development.
Shifting Pedagogies through Distributed Leadership: Mentoring Chilean Early Childhood Educators in Literacy Teaching
Authors: Singh Michael , Han Jinghe , Woodrow Christine
Published: March 2019

THE POTENTIAL OF A SOCIOCULTURAL approach for empowering early childhood educators cannot be presumed, and its impact on leadership strategies and literacy teaching may be open to question. This paper reports on research into a professional learning program, the Programa Futuro Infantil Hoy, developed and implemented by a team of Australian early childhood academics in collaboration with Chilean early childhood educators. To contextualise and add meaning to this study in terms of the shifts from teacher-directed, instructional teaching to a child-centred, sociocultural approach, a brief partial account is provided of Chilean early childhood education. Analysis of interview data reveals that the participant early childhood educators changed from heroic leadership to a more distributed leadership role in their pedagogical interactions with children, parents and colleagues. The data analysis indicates changes occurred in the early childhood educators' teaching philosophy, curriculum, teaching strategies and model of literacy teaching.
Exploring a Methodology with Young Children: Reflections on Using the Mosaic and Ecocultural Approaches
Authors: Baird Kelly
Published: March 2019

THIS PAPER CRITICALLY REFLECTS on the appropriateness of the methodological framework adopted in an exploratory study of young children's experiences of participation in their early childhood centre and home environments. The Mosaic and Ecocultural approaches informed the study's methodological framework as these approaches were seen to be complementary and child-friendly. While some of the data collection tools were not as successful in the current study as they have been reported in previous research, there was support for the usefulness of the Mosaic approach as an effective, adaptable and child-focused research methodology. Further, the Ecocultural approach was found to provide an appropriate and meaningful way of talking with young children about their daily routines and everyday home life.
How we View Australian Early Childhood Education Practice: Indian Migrant Parents' Perspectives
Authors: Patel Sweta , Agbenyega Joseph
Published: March 2019

THIS QUALITATIVE CASE STUDY investigates Indian migrant parents' perspectives of early childhood education (ECE) in Melbourne, Australia. The study focuses on exploring parents' understanding of the structure, pedagogy and curriculum practices in early childhood settings. We selected a sample of six Indian parents, who had migrated to Melbourne not more than five years ago and had children attending Australian ECE. To gather their perspectives and experiences, in-depth, face-to-face interviews were conducted. A framework analysis of the data (Ritchie & Spencer, 1994) points to the preference of Australian ECE to Indian ECE. Their preference of Australian ECE is contingent on curriculum flexibility, opportunity for parent participation and active involvement of children in planning and learning. However, participatants, particularly the mothers, missed the academic aspect of Indian ECE and believed that the Australian curriculum and pedagogy distanced their children from their culture. Based on these findings, we argue for early childhood teachers to include the experiences of Indian migrant parents in their children's ECE in Australia to help sustain purposeful partnerships and incorporate culturally relevant activities into the curriculum.
Early Childhood Facility Staff Knowledge and Confidence with Food Allergy Management: A Preliminary Study
Authors: Mullan Judy , Rich Warren , Kreis Irene , Fleming Catharine
Published: March 2019

THIS PRELIMINARY STUDY INVESTIGATED the level of staff knowledge and confidence in food allergy management in a group of NSW regional Australian early childhood facilities (ECFs) in 2007.

A mixed-method design including both quantitative and qualitative approaches was used to identify staff knowledge and confidence in food allergy management. Quantitative data was analysed using descriptive statistics, while qualitative data was analysed thematically.

Quantitative data revealed that knowledge and confidence about food allergy management varied considerably among the staff. Qualitative data revealed that, even though many ECF staff were knowledgeable about food allergy management, they lacked the confidence to deal with emergency situations.

This study highlights that ECF staff knowledge and confidence when dealing with children who experience food-induced allergies is relatively poor, placing these children at risk of receiving suboptimal care. It is important therefore, to ensure that staff are both competent and confident in the management of food allergies in light of the introduction of the National Quality Framework in 2012.
Teachers' Perceptions of their Abilities to be Educational Leaders in Victorian Childcare Settings
Authors: Grarock Max , Morrissey Anne-Marie
Published: March 2019

IN THE CONTEXT OF NEW national regulatory requirements for designated educational leaders in early childhood settings, 11 Victorian teachers participated in semi-structured interviews exploring their perceptions of their ability to act as educational leaders in their childcare centres. Analysis of these interviews showed that, while teachers successfully made changes within their rooms, only those with a formal title or authority expressed confidence in their ability to lead change across their centres. Barriers to leadership included lack of time and a perception that their teacher qualifications ‘did not buy authority’. A hierarchical model of leadership appeared dominant within the centres. The findings suggest both time allowance and formal role designation as strategies to support the new leadership roles, but also raise questions about the most effective models for supporting teacher leadership in childcare contexts.
The Quality of Early Childhood Education and Care Services in Australia
Authors: Tayler Collette , Ishimine Karin , Cloney Dan , Cleveland Gordon , Thorpe Karen
Published: March 2019

THIS PAPER REPORTS CONCLUSIONS about the quality of early childhood education and care (ECEC) services from E4Kids, a large-scale longitudinal study of three types of ECEC services in two Australian states. A little more than 250 preschool classrooms had complete data in 2010; two measures of ECEC quality were applied—the CLASS and selected subscales of the ECERS-R. Overall, Australian ECEC averaged in the medium range on most measured components of quality, with the exception of personal care routines and instructional support. We found evidence that average quality in ECEC in the E4Kids study varies systematically across the type of service, with kindergartens having significantly higher quality than long day care centres. Australian ECEC quality was found to be broadly similar to that in the United States and United Kingdom: slightly weaker in terms of the developmental appropriateness of classroom practices assessed through ECERS-R, slightly stronger than the United States in the areas of classroom organisation and instructional support.
Young Gifted Children Transitioning into Preschool and School: What Matters?
Authors: Grant Anne
Published: March 2019

RESEARCH HAS DESCRIBED TRANSITION practices that support young children as they move to a new learning environment, and continuity between learning environments has been identified as an important component of a successful transition (Dockett & Perry, 2004). Some findings suggest young gifted children experience transition in a different way (Whitton, 2005), but there is minimal evidence-based information available to early childhood educators *1 on the transition experiences of gifted children. This paper draws on a study of young gifted children in transition from home to preschool and into school, and presents findings on how different understandings of continuity from those reported as important in the literature influenced these children. Such findings emphasise the need for satisfactory professional understanding of the adjustment of young gifted children into preschool and school. (All children's names in this article are pseudonyms.)

*1 ‘Early childhood educators’ refers to both preschool educators and teachers in the first year of school. Where appropriate, distinguishing terms are used.
Teacher Education, Teaching Experience and Bullying Policies: Links with Early Childhood Teachers' Perceptions and Attitudes to Bullying
Authors: Goryl Ola , Neilsen-Hewett Cathrine , Sweller Naomi
Published: March 2019

THIS STUDY AIMED TO examine early childhood teachers' understanding and attitudes towards bullying and investigate whether anti-bullying policies were utilised in early childhood services. One hundred and eighty eight early childhood educators in Queensland, Australia were surveyed about bullying among young children. The majority of early childhood teachers (93 per cent) believed young children were capable of bullying, and felt confident to identify and manage incidences of bullying. Results revealed a significant relationship between teacher education and perceived confidence in identifying bullying, with university-qualified educators feeling more confident than TAFE-trained educators. Findings are discussed in respect of the importance of anti-bullying policies in early childhood educational contexts.
Rethinking the Professional Development Policy for Early Childhood Education in Hong Kong
Authors: He Pan , Ho Dora
Published: March 2019

IN 2007, THE GOVERNMENT of Hong Kong implemented the Pre-primary Education Voucher Scheme to provide allowances for parents to purchase services in local preschools. The scheme includes the policy for subsidising the professional development of preschool teachers, which aims at upgrading their professional qualifications in five years, thereby improving teaching quality. This paper explores whether there is a gap between the policy objectives and teacher professional development through case studies at a time when the education reform has been implemented. Semi-structured interviews were used for data collection. The participants had some views in common about the positive aspects of the professional development policy. However, the findings also indicate that preschool teachers have a passive attitude toward learning, which might have an adverse influence on their lifelong professional development. The implications for the professional development policy and teacher professional development are discussed.
Family Members' Memories about Starting School: Intergenerational Aspects
Authors: Turunen Tuija , Dockett Sue
Published: March 2019

THIS STUDY INVESTIGATED MEMORIES about starting school across several family generations, and the impact of these memories on parents' philosophies and actions when they were supporting their children during the transition to school. In this paper, we report the autobiographical narratives of two families and explore the ways in which the memories of school and starting school prompted both continuity and change in family decisions about education in general, and the transition to school in particular.

The study draws on generational and interpretive perspectives in exploring autobiographical memories and oral history. Results reflect the concept of ambivalence, highlighting tensions between processes of reproduction and innovation across families. The implications of these tensions for children starting school are considered.
Odd Alliances: Working Theories on ‘Unintended Consequences’ of Early Childhood Education in Aotearoa, New Zealand
Authors: Stover Sue
Published: March 2019

WHAT HAPPENS TO CHILDREN'S free play when learning outcomes are required? What happens when safety is foregrounded over exploration? When does accountability become surveillance? When does visualising children as an investment opportunity make children ‘too precious’?

Based on the analysis of oral history interviews with historic leaders of Aotearoa, New Zealand's early childhood sector, this paper examines some unintended consequences of the sector's professionalisation. It draws on contemporary, feminist and classical sociological theory (Bunkle, 1995; Foucault, 1970/2001; Merton, 1934; Moss, 2010) to support a discursive model that focuses on how ‘odd’ alliances can push the sector in unanticipated directions.
Lived Childhood Experiences: Collective Storytelling for Teacher Professional Learning and Social Change
Authors: Taylor Louise
Published: March 2019

THIS IS THE STORY OF KIDS’ DOMAIN, an early childhood centre in New Zealand. It traces their journey through a four-year action research project shaped around collective storytelling, where the purpose was to understand the self, others and teaching differently. The research was situated within poststructuralist feminist and critical pedagogical theories because these celebrate the multiple and contradictory; value subjectivity; and challenge social inequities, which this project aimed to do.

The sharing of stories challenged teachers' perspectives and impacted on both relationships and teaching. Teachers were challenged as they listened to complex and sometimes contradictory storylines, and at times these confronted and disrupted what had previously been taken for granted. This encouraged teachers to reconsider how they might be teachers, and how they might contribute to a more socially just world each day in their own setting.
Attitudes of Preschool Teachers in Northern Greece on Children and TV Viewing
Authors: Theodosiadou Sophia , Markos Angelos
Published: March 2019

THE PRESENT STUDY EXPLORES views and attitudes of preschool teachers on the role of television in the life of preschool children by investigating the effects of TV viewing on the behaviour of preschoolers and the procedure of learning. A structured questionnaire was used to select opinions and views of 231 preschool teachers in the region of Central Macedonia in Northern Greece. Descriptive statistics and data analysis were performed with SPSS. The analysis revealed that preschool teachers have chiefly negative attitudes towards the effects of TV viewing on the behaviour and everyday life of preschool children and surprisingly these attitudes and views were the same among preschool teachers with different years of teaching experience.
Young Children's Voices about their Local Communities
Authors: Harris Pauline , Manatakis Harry
Published: March 2019

THREE HUNDRED AND FIFTY children were recently involved in statewide consultations to help inform the state government's review of its State Strategic Plan. This government wished to ensure children's views of their local communities were canvassed and their voices heard. These consultations were more than a tokenistic gesture—careful planning, implementation and documentation were carried out to ensure children's meaningful and sustained engagement over time. This article shares what children said—'said’, that is—through the many voices children have to express their meaning through art, dance, music, song, drama, storytelling, photography, as well as oral and written language. This is their story.

In 2009, the Council of Australian Governments launched its National Early Childhood Development Strategy, framed by a vision that ‘all children have the best start in life to create a better future for themselves and for the nation’ (COAG, 2009, p. 13). Underscoring this vision is the simple but highly significant recognition that: … [c]hildren are important. They bring their own value and influence to the world, as well as being shaped by the world around them … Children are also important for their future contribution to society, as the next generation of leaders, workers, parents, consumers and members of communities … in a global society (COAG, 2009, p. 7).

Framed by a similar vision, the South Australia government's review of its State Strategic Plan in late 2010 involved consultations with communities. These consultations included children across the state under the ages of 12, with specific focus on children under the age of five to ensure their voices were heard. This paper reports on these consultations with young children aged between three and eight years, describing how the consultations were planned and implemented, and children's themes that emerged in relation to children's views of their local communities.
Looking Back and Looking Forward: Exploring Distributed Leadership with Queensland Prep Teachers
Authors: O'Gorman Lyndal , Hard Louise
Published: March 2019

THERE IS AN INCREASING EXPECTATION that early childhood teachers will be pedagogical leaders, particularly in a global context of curriculum reform. This paper reports on the distributed leadership experiences of early childhood teachers during the 2003 Preparatory year (Prep) trial in Queensland, Australia. In 2010, 13 of the first Prep teachers participated in interviews to discuss their definitions of leadership and reflect on the opportunities they had to lead curriculum development during and since the 2003 trial. Data were examined using a conceptual framework based on the work of Woods et al. (2004), with a focus on the structural and agential aspects of distributed leadership. Participants identified a range of contextual influences, challenges, skills and enabling strategies that illustrate the complexities in leading curriculum.
Young Children's Emerging Understandings of the Measurement of mass
Authors: McDonough Andrea , Cheeseman Jill , Ferguson Sarah
Published: March 2019

THIS ARTICLE DESCRIBES INSIGHTS into young children's emerging understandings of the measurement of mass. Findings from a teaching experiment that delivered lessons offering rich learning experiences regarding concepts of mass to children of six to eight years of age (Years 1 and 2) suggest that, while the basic idea of direct measurement may look simple, the learning of mass measurement can involve complex mental accomplishments for young children. The lessons are described briefly to communicate the opportunities for exploration that they provided. Examples of children's actions and reasoning as they experimented, theorised, and challenged each other in their learning are also described. Complexities and accomplishments in these young children's emerging understandings are highlighted and discussed.
How Drawing can Support Writing Acquisition: Text Construction in Early Writing from a Vygotskian Perspective
Authors: Mackenzie Noella , Veresov Nikolai
Published: March 2019

TO BE TRULY LITERATE, children need to learn to create, comprehend and use written, visual, aural and multimodal texts. When they start school, they are usually able to create spoken and visual texts (drawings) but have limited skills in written text creation (writing). Our study investigated what would happen if teachers encouraged children, in the first six months of formal schooling, to continue visual text creation while they taught them to create written texts. Ten teachers and 60 children from six schools in a regional centre in Australia informed the study. Genetic Research Methodology (GRM) provided a framework with which to interrogate and understand the data and consequently a ‘new’ way of exploring the relationship between drawing and early writing development. We argue that encouraging children to draw, while teaching them how to write, allows children to create meaningful texts of a complexity that they may not be able to create using conventional print forms alone. We also argue that the incorporation of drawing into the early writing curriculum is more important than ever given contemporary understandings of literacy.
Literacy and Technology in the Early Years of Education: Looking to the Familiar to Inform Educator Practice
Authors: McLean Karen
Published: March 2019

IT IS TIMELY FOR EDUCATION to consider the potential of a symbiotic or mutually beneficial relationship between literacy and technology for children's early literacy learning. For early years educators a symbiotic relationship challenges the traditional ways that technologies have been applied to the literacy context. In this paper, issues and challenges surrounding the contemporary dynamic of the changing literacy landscape are discussed in relation to the application of technology to the literacy context in the early years of education. It is proposed that, when technologies are viewed as conductors for communication, there is potential for a mutually beneficial relationship between literacy learning and technology to be realised. This paper suggests that the reconceptualisation of a familiar model, Cambourne's Conditions of Learning (1995), has the potential to support and acknowledge learning within and across home and formal education communities through a mutually beneficial relationship between literacy and technology where technologies are seen as conductors for communication.