bluuebunny/crossref_metadata_2025 huggingface dataset:
Indigenous Early Childhood Educators’ Narratives: Relationships, not Activities
Authors: Fasoli Lyn , Ford Margot
Published: June 2019

This article discusses some outcomes of an inter-cultural, participative research study that used a narrative inquiry approach with Aboriginal early childhood educators. A common approach within early childhood programs attempting to incorporate Aboriginal perspectives has been to include of a range of activities perceived to be ‘Aboriginal’, such as dot painting or ‘doing’ corroborees (Stephenson, 1996). Rather than focus on specific kinds of activities in Aboriginal early childhood settings, the Aboriginal participants in this study emphasised the critical importance of the relationships between children, and between staff and children. Some of these relationships are discussed, using examples of specific incidents, and implications for non-Aboriginal early childhood educators are presented.
Collaborative Frameworks for Early Numeracy: The House that Josh Built
Authors: Macmillan Agnes
Published: June 2019

One of the dilemmas faced by early childhood professionals concerns the problem of creating intellectual challenge—leading children towards abstract and more conventionally logical ways of perceiving experience and reality—without disturbing their natural curiosities and potential for self-regulation. In an effort to bring together a context highly valued by informal learning environments—play, and content related to an abstract representation system, an early numeracy project was undertaken by a group of pre-service Bachelor of Education (Early Childhood) students. The project's main aims were to: a) investigate the potential of open-ended contexts to engage children's interest in, understanding and appreciation of, numeracy; b) focus on the teacher's role as mediator so that predominantly collaborative interactional contexts were created. The project involved each student working with one or two children in K-2 classes twice a week over a period of five weeks. Part of the project's brief was for the students to create a resource kit of objects and materials to stimulate and sustain both mathematical and imaginative involvement (for example: a tool kit, a magic kit, a stationery kit). With the support of video, tape-recorded and survey data, this paper focuses on one child's numeracy as it developed during the project, and on specific aspects of the mediator role implemented by the pre-service students.
Potential for Partnership: Early Childhood Road Safety Education at Home and Preschool
Authors: Owen Maureen , Patterson Catherine
Published: June 2019

This paper reports the results of a research study which investigated the relationships between the road safety knowledge of preschool-aged children and the approaches towards road safety education reported by their families and the preschool director. Interviews took place with 30 four-year-old children, their parents, and the director of their preschool in suburban Sydney. Given their age and traffic experiences, the children demonstrated a reasonable knowledge of road safety rules. Knowledge, however, is not enough to ensure road safety, as skilled behaviour is also essential. The findings indicate that, although parents were the prime source of road safety education for the children, most parents used limited strategies for encouraging safe behaviour. In addition, the study found that while parents did not perceive a need for educational resources, they were unsure of how they would proceed beyond their initial strategies for road safety education. The findings of this research suggest that parental awareness about road safety education can be strengthened through a partnership approach between families and children's services.
Parents’ Perceptions of Kindergarten Programs in Victoria
Authors: Page Jane , Nienhuys Terry , Kapsalakis Anthoula , Morda Romana
Published: June 2019

There has been a growing recognition in the early childhood profession of the importance of building partnerships with parents. Yet very little research exists to guide professionals in their deliberations. This study addresses the issue through the model of a sample-based questionnaire which sought to gain information on: a) Victorian parents expectations of kindergarten programs for their children and for themselves, and b) the extent to which these expectations were fulfilled. The outcomes of the research underscore key issues concerning how best to build meaningful relationships within the diverse range of communities accessing early childhood settings across Victoria.
From a Code of Ethics to an ‘Ethic of Caring’: Perspectives from Aotearoa/New Zealand
Authors: Cherrington Sue
Published: June 2019

This paper traces key aspects in the development of a code of ethics for early childhood educators within the diversity of services in Aotearoa/New Zealand. The development process included a survey of practitioners ethical concerns which contributed to understandings of ethical situations faced and to the values held by educators. Further analysis of the data using Polkinghorne's (1995) analysis of narrative approach revealed four themes that presented a picture of educators philosophies and practices in dealing with ethical issues. The remainder of this paper discusses the fourth theme, an ‘ethic of caring’, where it is argued that the decisions and actions of educators in Aotearoa/New Zealand are underpinned by the value of care when dealing with ethical concerns and difficult situations.
Ethics in Early Childhood: Continuing the Conversations
Authors: Woodrow Christine
Published: June 2019

The development of the AECA Code of Ethics has been a significant achievement for the field of early childhood in Australia. Importantly, it has placed ethical issues on the agenda and provided a language and framework in which to publicly raise and discuss ethical concerns. However, codification is only one approach to raising ethics awareness and resourcing the kinds of conversations that ethical engagement in a profession might require. More recent developments in the emergent applied ethics and feminist ethics have expanded the range of resources now available for thinking that might usefully contribute to enriching the early childhood field's engagement with ethics.
Research Evidence with Political Currency: Keeping Early Childhood Education on the International Agenda
Authors: Fleer Marilyn
Published: June 2019

Early childhood education is receiving considerable international attention. Many governments from English-speaking countries around the world are increasingly looking to the early childhood field for advice on improving outcomes for children. Will early childhood education, with its relatively low status, gain widespread community recognition? Do we have the research to support the field? What evidence is needed to convince different sectors of the community about the worth of early childhood education? This paper examines aspects of key research studies where economic or scientific evidence is cited for supporting the profession. The literature has currency with many sectors of government and is useful for maintaining early childhood education on the international agenda as an important area of education.
Revisiting the Challenge of Staff Recruitment and Retention in Children's Services
Authors: Sumsion Jennifer
Published: June 2019

This article revisits the challenge of addressing the staffing crisis in children's services. It argues for the need to respond proactively to the implications of women's expanding life and career expectations and options, and to the consequently diminishing ‘pool’ of prospective candidates from which early childhood education has recruited traditionally. More specifically, the article advocates repositioning the profession by constructing alternatives to the dominant images of gendered and apolitical caring it so frequently projects a thus broadening its appeal to a greater diversity of prospective candidates, including those with a strong interest in social activism. Ways in which the early childhood teacher education sector might contribute to this proposed repositioning are outlined.

‘I get frustrated because so many people have such interesting lives and do such interesting things. I don't want to be stuck looking after somebody else's children all day long’. Final year early childhood teacher education student.
Revisiting Adult Work in Early Childhood Settings: Shifting the Frame
Authors: Fleet Alma
Published: June 2019

Work in early childhood settings is changing. There are pressures exerted by external forces related to shifts in the socio-political context, but there are also shifts related to reconceptualising the work itself Starting with a reference to the influence of ‘fractured time’, this article revisits the fundamental importance of the concept of the child held by staff as they conceptualise their work. Possibilities include images of the ‘natural’ or romanticised child as well as the objectified and scientifically observed child.

A proposal is put forward for staff to ‘shift the frame of perspectives on the nature of ‘early childhood work’. This possibility centralises the importance of authentic interactions, in contexts that both nurture and challenge children and adults. It then explores the potential for conceptualising these interactions as taking place in welcoming spaces, where staff are insightful about possibilities for promoting engagement in experiences that offer multiple opportunities including cognitive and creative depth. It offers opportunities for conversations about these important and potentially empowering ideas.
The Performance of Long Day Care Centres in Rural and Remote Areas
Authors: Bergin-Seers Sue , Breen John
Published: June 2019

In the past decade growing numbers of privately operated child care centres have been established as a result of encouragement by government. Although extensive study about centre management and leadership issues has been undertaken there exists a gap in research about the performance of centres from a viability perspective.

Therefore, this paper extends knowledge and understanding about successful centre operation and considers the obstacles that hinder performance. A theoretical business performance framework is utilised to discuss the findings from a research project conducted Australia-wide. The study serves to clarify relevant issues in an effort to inform centre managers and policy- makers about what is needed to support the development of viable child care services.
The Role of an Invitational Curriculum in the Identification of Giftedness in Young Children
Authors: Hodge Kerry , Kemp Coral
Published: June 2019

Identifying intellectual giftedness by reliance on norm-referenced measures may underestimate young children who have not yet experienced formal academic teaching or who are variable in the testing situation. Teachers can detect potential giftedness by observation, especially in an environment that invites children to display their advanced abilities. Such an environment, in which the curricular dimensions of content, process, product, and learning environment were modified, was offered to 11 three-and four-year-olds who had been nominated by their parents as possibly gifted. Anecdotal records revealed a variety of behavioural indicators of potential giftedness and a diversity of individual profiles of development. Norm-referenced measures of ability and achievement generally reinforced the observations. Teachers need training in the behavioural indicators of potential giftedness and in the provision of a sufficiently challenging curriculum if the educational needs of the young gifted child are to be detected and met.
The Service Needs of Families Caring for Preschool-Aged Children with Disruptive Behaviours
Authors: Tarren-Sweeney Michael , Hazell Philip , Vimpani Graham , Keatinge Diana , Callan Ken
Published: June 2019

This study was funded by the Hunter Area Health Service and the NSW Department of Education.

This paper examines the perceived service needs of families of Hunter region preschool aged children with disruptive behaviour problems, attending centre-based child care services. Families were recruited via clinics and child care services, using defined eligibility criteria. Respondents ranked their service needs in clinical, early education, and community-based categories, as well as strategies for cost reduction. Respondents also provided service utilisation, family stress, and socio-demographic details. The highest clinical service priorities entailed expansion of mainstream community treatment services. In the early education sector, highest priority was given to extending the behaviour management skills of existing child care staff, ahead of the need to recruit specialist staff. Priority was given to support groups and an information and referral service, ahead of respite services. Exceptional levels of family stress and burden of care were detected for this group. The findings provide a consumer's perspective on the provision of services for preschool-aged children with disruptive behaviour.
Early Childhood Education: A Public Right and not a Privilege
Authors: Fleer Marilyn
Published: June 2019

This paper examines the research literature supporting early childhood education and argues that communities should support early childhood education as a public right in much the same way as they support free public primary and secondary education.
Nurturing the Spirit to Teach: Commitment, Community and Emergent Curriculum
Authors: Nimmo John
Published: June 2019

This paper is a revised version of a keynote presentation at ‘Changing faces: A conference to support, minds, bodies and souls,’ June 21, 1999, Creche and Kindergarten Association, International Early Childhood Conference, Brisbane, Australia.

Given the demands on early childhood educators and the lack of external recognition, the author proposes four ways through which a teacher's ‘spirit’ to teach can be rejuvenated. First, a process of supporting teachers to reflect on why they decided to work with children is described. Second, this article examines how a teacher's sense of joy about teaching is impacted by their invention of an emergent curriculum that meaningfully reflects the classroom community. Third, through exploration of a curriculum on homelessness in a preschool program, the author proposes that a commitment to teaching is sustained through taking thoughtful risks that push the boundaries of one's social and cultural experience. Fourth, the building of community amongst educators, families, and the local neighborhood, as exemplified by a micro-economy project in a primary school, is described as critical in sustaining a commitment to education.
Preparing Early Childhood Professionals to Work with Parents: The Challenges of Diversity and Dissensus
Authors: Hughes Patrick , MacNaughton Glenda
Published: June 2019

This article examines how early childhood staff in diverse circumstances negotiate relationships with parents. It draws on interviews with staff in two rural and three urban communities in Australia, who were asked about their parent communication practices, their experiences of these practices, and their preferences within these practices. Their responses were analysed in the light of international research showing the importance of creating strong interpretive communities between staff and parents but consistent staff anxiety about their relationships with parents. The paper explores the extent to which staff's different approaches to communicating with parents can create sustainable interpretive communities between them, and it highlights some implications for staff training and development around parent involvement.
Teaching as Inquiry: Engaging Preservice Teachers with Research
Authors: Patterson Catherine , Sumsion Jennifer , Cross Toni , McNaught Margaret , Fleet Alma , Talay-Ongan Ayshe , Burgess Carol
Published: June 2019

This paper describes an initiative aimed at fostering inquiry-oriented learning through the introduction of the core unit Teachers as Researchers into the first year of the undergraduate program at the Institute of Early Childhood, Macquarie University. The unit contained three components: 1) introductory research skills for first-year students; 2) training for information technology skills; and 3) a hands-on approach where staff were engaged in research about the students’ learning. These aspects of the Teachers as Researchers unit combined to make it a powerful learning experience for students and staff alike. Several outcomes are evident in the early data analysis. First, students gained confidence in their developing ICT skills, and second, the unit has made a notable contribution to encouraging a ‘community of inquiry amongst pre-service teachers.
Educating Early Childhood Professionals: A Collaborative Approach in the ACT
Authors: Gibson Helen , Leslie Careen , Batt Jantiena
Published: June 2019

In February 1998 the University of Canberra and the Canberra Institute of Technology enrolled the first intake of students in the joint program of Bachelor of Education (Early Childhood) and the Diploma of Community Services (Children's Services). At the end of 2001 that first cohort of students completed the four-year program. All graduates reported a high level of overall satisfaction with the course. Recruitment ratings of the cohort by the Australian Capital Territory's Department of Education and Community Services were very positive, with an unusually high proportion of students ranked as outstanding or meritorious. Since February 1998 more than 250 students have enrolled in the dual qualification program. The purpose of this article is to examine how the program came about, how some of the issues and early problems were dealt with, and how the innovation represented by the program can contribute to the general debate on the education of early childhood professionals.
Bicultural Development: Innovation in Implementation of Te Whäriki
Authors: Ritchie Jenny
Published: June 2019

A recent innovation in early childhood care and education in Aotearoa/New Zealand has been the new curriculum, Te Whäriki (Ministry of Education, 1996), which has a strong bicultural emphasis. This means that early childhood educators and teacher educators are attempting to address the challenges posed by a document which requires them to move outside the mono cultural dominant paradigm. Most early childhood teachers and teacher educators are not speakers of the Maori language, and lack Maori cultural knowledge. This paper discusses some of the strategies identified in research which addresses these issues. The role of teacher education in preparing non-Maori students to deliver a bicultural curriculum, and ‘indicators’ of bicultural development in early childhood centres are also discussed.
Early Childhood Services: What can Children Tell us?
Authors: Farrell Ann , Tayler Collette , Tennent Lee
Published: June 2019

This paper presents child data generated in a pilot project of the ACCESS Study of Child and Family Services, a research program of how child and family services align with the interests and needs of local families. Underpinned by social capital theories, the pilot study was undertaken by a partnership of local early childhood services within an inner urban precinct of Brisbane. These services included two child care centres, two kindergartens/preschools, one playgroup, and one primary school. Seventy-six children aged three to eight years were asked, in informal conversations with their caregivers, to comment on their experiences in the service and to consider possible advice they might give to newcomers who were to take part in the service. Theoretical perspectives from the sociology of childhood are used to examine children's accounts of their lived experience in early childhood services.
When Food Comes from Home
Authors: Radcliffe Barbara C. , Cameron Clare V. , Appleton Julie M.
Published: June 2019

Healthy eating habits are closely related to optimal growth, good education outcomes, and health throughout life. Long Day Care Centres (LDCCs) are important settings where young children can learn about food and develop preferences for healthy food choices. The Queensland Childcare Nutrition Survey found that food is brought from home in 55.2 per cent of Queensland LDCCs. In these centres, the vast majority of young children did not bring the recommended serves from the dairy, vegetable, or meat/meat alternative groups, resulting in concerns that daily intakes of calcium, iron, and zinc were likely to be inadequate. Many directors were also concerned about the contents of lunchboxes and about infant feeding issues. This article describes the nutrition issues faced by centres where the food is brought from home. Lt also outlines a range of strategies and nutrition resources that may assist the childcare industry, LDCC staff, and families to promote healthy food habits in the future.
Social Skills Training to Reduce Aggressive and Withdrawn Behaviours in Child Care Centres
Authors: Cooper John A. , Paske Kellie-Ann , Goodfellow Helen , Muhlheim Evelyn
Published: June 2019

Eighteen per cent of school-aged children in Australia have clinically significant behavioural or emotional difficulties. Earlier in life these children often pose a challenge to child-care staff. Many of these children lack the social skills and problem-solving skills necessary to interact prosocially or to deal with conflict situations. This study evaluated the effects of a 10 week social skills and problem-solving skills program on children selected with aggressive or withdrawn behaviour. Results indicated that, for children who received the program, problem behaviour was reduced and appropriate social skills increased. Children in a control group showed no significant changes on the same measures. The advantages of the program are discussed, especially in providing readily accessible early intervention programs to children at risk of later behaviour problems.
Early Childhood Numeracy: Building an Understanding of Part–Whole Relationships
Authors: Young–Loveridge Jenny
Published: June 2019

This paper looks at a key aspect of numeracy, quantification, the process for determining how many things are in a group. Things can be quantified by counting or by subitizing (knowing just by looking). Many mathematics educators see counting as the first step towards more advanced mathematical understanding. However, there is some evidence to suggest that, for some children, subitizing is well-established before counting. There seems to be reasonable agreement that children need to understand about the relationships between the parts and the whole (part—whole thinking). This paper looks at ways to support children's part—whole thinking in the early childhood years, and the use of egg cartons to create three-dimensional tens-frames and six-frames for this purpose. Collecting up treasures to put in the compartments of an egg carton capitalises on young children's ‘accumulation intent’, and helps them to appreciate the way that numbers are composed of other numbers.
Sharing Books with Children
Authors: Lennox Sandra
Published: June 2019

A descriptive study was undertaken to look at the interactions, goals and purposes of four mothers as they shared two narrative and two expository texts with their preschoolers over a six-month period. The study was based within the framework of Vygotsky's (1978) theory of literacy and learning. A key factor in Vygotsky's theory is the social interaction between the literate adult and the young child. Informal observations of literacy in the home, discussions with mothers, and analysis of video recordings of story reading sessions revealed differences in the way literacy was constructed. Despite these differences there were also some similarities. Each mother in her own way was a successful teacher of her child and there was some support for Vygotsky's theory; through verbally mediated assisted performance the children were learning and were taught about literacy. However, there were some areas where mothers did not increase the challenge for their children as might be expected with the Vygotskian model. These findings prompted me to reflect on my practice and that of other early childhood teachers when sharing books with young children.
Identity and Precompetence in Early Childhood: The Case of School-Literacy Learning
Authors: Freebody Peter
Published: June 2019

This paper explores the proposition that young children need to discover and actively participate in adults’ theories of childhood. It focuses on reading and writing lessons in classrooms and homes to support and illustrate this proposition. In these and other cross-generation teaching and learning activities, an important part of adults’ theories of childhood relates to what is termed children's ‘precompetence’ in accomplishing certain tasks. To be successful participants, it is argued, children need to find the adults’ preferred ways of hearing ‘wanting to and knowing how to try’. The paper shows ways in which children collaborate in and sometimes contest the need to display precompetent identities, and briefly discusses the consequences, for enculturation in general and for school work in particular, of failing to appear precompetent.
Something “Very” Happens: Language Acquisition in Early Childhood
Authors: Shopen Glenda , Shopen Tim
Published: June 2019

Children acquire language as part of cultural activities. When cultural activities are different language development is different. One example of this is language development by twins, which is universally reported to be late. In this study we report on five year old twin boys, Jeremy and David and show that their language development is delayed. Yet they go to kindergarten and are judged to be articulate and successful students. The evidence suggests that the process by which they have learnt to recreate the forms of their language has been slower than for other children because most of their interaction has been with each other. However, the evidence also suggests that through their family these children have received a good orientation to the kinds of discourse activities that are valued at school.
Fatherhood in Transition: Men Finding their Feet as Fathers
Authors: Holland Annette
Published: June 2019

This paper discusses findings from a study conducted in Melbourne in 1990–91 which investigated men's perceptions of their experience of fatherhood. Forty volunteer fathers participated in ongoing discussion groups which convened weekly for two hours over seven weeks. Group processes similar to those used in parent education were utilised to facilitate discussion and to explore issues which these men identified as significant and meaningful to them in their roles as fathers. Findings relating to these fathers’ perceptions of being a father, role expectations, participation in child rearing, the issue of work and family, and relationships with children are presented. The implications of these findings for children's services providers, teachers, and family educators are discussed.
Young Children's Attitudes to Computers and Computing
Authors: Yelland Nicola
Published: June 2019

Sixty children in their second year of school were interviewed with questions about computers and their use. The questionnaire contained items that were considered in three broad categories: the children's ideas and attitudes towards computers, their ownership and experience with computers, and their views regarding the sex-stereotyping of computers and computer activities. The results revealed that the children had positive attitudes towards the use of computers and were able to describe and discuss the range of functions that they could perform. The children's experience was limited in both the home and the school context and it was evident that the boys in the study were more likely to think that their own gender were better at using computers than girls.
Accidental Injury and Young Australian Children
Authors: Juan Stephen
Published: June 2019

An average of 200 Australian children are admitted to hospital and more than one child dies each day as a result of accidental injuries. This has an emotional cost to families and communities. It also has an economic cost estimated at $190 million per year. The sources of these accidental injuries are several. Between two and three children are treated at hospitals each day for injuries due to a dog attack. Falls are the most common cause of injury to Australian children. For children under age five, 50% of all unintentional injury deaths and 75% of non-fatal injuries occur in the home. Over 100 Australian children have died in the last five years as a result of fire, burns, or scalds. A further 100 children are killed each year as pedestrians. Yet another 100 children drown each year. Between five and 10 children die each year from poisoning. Every accident we prevent aids child development.
Cognitive and Social Play of Australian Preschoolers
Authors: Wyver Shirley R. , Spence Susan H.
Published: June 2019

This paper reports on the play behaviours of preschoolers aged 49–64 months. The study was conducted in four Sydney preschools, with children being observed during their outdoor free play. Most participants engaged in a variety of play behaviours, many of which have been linked with cognitive development in previous research (constructive play, sociodramatic play, associative social play). However, thematic pretend play, which has been found to have an important role in many areas of development, including perspective taking, language, impulse control and divergent problem solving, was part of the play repertoire of only 20% of children observed. Likewise, only 24% of children engaged in cooperative social play, which has been found to have a role in the development of divergent problem solving skills. It is argued that staff working within early childhood programs may benefit from training in the use of programs designed to assist young children in the development of play skills.
Mixed-Up Messages: Ambiguities in Newspaper Representations of the Young Child
Authors: Jackson Ian
Published: June 2019

The single most prominent feature of a child's status as a child is its physical size. And overwhelmingly, the single most prominent descriptor of physical size in childhood is the word ‘little’. When newspaper representations of children and childhood are examined for their focus on children's diminished size, two broad groups of conflicting themes emerge: endearment versus depreciation. The size-value tensions which arise in these examples of everyday discourse in newspaper texts are explored in the present paper for their impact on our images of the young child.
Learning to be a Learner: The Role of Praise
Authors: Makin Laurie
Published: June 2019

It is through social interactions in meaningful contexts that children learn who they are, what the world is, how to relate to others and what is expected of them. In early childhood programs, children are introduced to the institution of education. In culturally diverse settings, there may be significant differences between what is expected in the child care centre and what is expected in the home. One of the most direct ways in which children learn how to play an appropriate role in this new setting is through their experience of being praised by staff. An analysis of praise during group discussion in four child care centres is presented. It is suggested that in all four centres, children in this situation were being schooled in passivity rather than being encouraged to be active problem solvers and seekers after knowledge.
Colouring-in and Alternatives in Early Childhood
Authors: Duncum Paul
Published: June 2019

This paper has two aims. First, it attempts to counter the arguments commonly used for the practice of young children colouring-in. The arguments used to counter colouring-in include the idea that it is a metaphor for schooling rather than education, a leveller of abilities, frequently involves a sentimental view of childhood, and, most seriously, undermines children's confidence in their own abilities. Justifications for colouring-in are examined and found to be seriously deficient. Secondly, the paper describes three alternatives that involve teaching/learning strategies to facilitate children to produce their own images. The strategies are called verbal response, conversational and perceptual. Each is concerned to extend children's abilities, stretch their imagination, provide choice, and allow for playfulness and spontaneity.
Developmentally Appropriate Practice and Early Childhood Special Education
Authors: Copland Ian
Published: June 2019

This paper examines issues related to current practice in early childhood special education in the light of developmentally appropriate practice. The emerging debate revolves around the ‘appropriateness’ of DAP principles to the education of young children with disabilities. In particular, the importance placed on play in mainstream early childhood education and whether this can be transferred successfully to special education programs. The emergence of transactional/ecological approaches to early intervention appear to be addressing this issue. This approach is examined. The aim of this paper is, however, to stimulate further debate on the applicability of DAP to early childhood special education. Some possible future directions for research are discussed.
Contemporary Perspectives in the Study of Families of Young Children with Disabilities: Implications for Policy and Practice
Authors: Gavidia-Payne Susana T.
Published: June 2019

American legislation (P.L. 99-457 through P.L. 102-119) promoting the concerns and rights of families of young children with disabilities has prompted professionals and researchers throughout the world to attain a greater understanding of the needs of this population. A deficit model has been used to guide much of the study of young children with disabilities and their families in past years. More recently, however, alternative conceptual perspectives, which advocate a family-centred approach to service provision, have been developed. The purpose of this paper is to review current research about families of young children with disabilities, and to raise issues related to the actual application of this knowledge at both policy and practice levels.
Pretend Play: Opportunities to Teach Social Interaction Skills to Young Children with Developmental Disabilities
Authors: Leister Clarissa A. , Langenbrunner Mary , Walker David
Published: June 2019

While the trend in best practice issues for young children with disabilities is to place children with their typically developing peers (Leister, Koonce, Nesbit, 1993), it is also known that just placing children with disabilities in the vicinity of their peers does not guarantee interaction (Vaughn, 1985). A young child with developmental disabilities who is placed in a regular preschool setting needs multiple opportunities to learn social interaction skills. Since play is an important part of the daily routine within the preschool setting, it can be used as an opportunity to teach social skills. By incorporating social skills training into play activities, children with disabilities have the opportunity to learn skills such as: turn-taking, perspective-taking, self-help skills, establishing friendships, and learning the basic rules for getting along with others (Cook, Tessier & Klein, 1992; Gottman, 1983).
Including Children with Special Needs in Regular Early Childhood Settings
Authors: Sims Margaret
Published: June 2019

Children with special needs are attending early childhood programs more and more frequently as the philosophy of inclusion influences the development of services. Many professionals working with children feel nervous when asked to include a child with special needs, however, the skills necessary to work effectively with children with special needs are the same as those used everyday working with all children. This article discusses an activity-based approach to working with children and shows how planning for children with special needs fits easily within this approach.
Book Review: Low Income and the Life Chances of Three-Year-Olds
Authors: Rankin Florence
Published: June 2019

Is it possible to have equal rights for all children in Australia? The reality is that not all children do have equal rights nor the same opportunities in our society. It is not even difficult to suggest which life circumstances and lifestyles in families are going to disadvantage children. The contribution of social, economic and environmental factors combine to affect the life outcomes for our children.
Early Entry: A Policy in Search of Practice
Authors: Rankin Florence , Vialle Wilma
Published: June 2019

The early admission of young gifted children to schools is a contentious issue. Although NSW has instituted a policy to enable early entry to school, it is rarely implemented. The focus of this pilot study was to identify the attitudes of principals to the policy on early entry and impediments to its implementation. A survey was conducted of 63 primary schools in the South Coast Region of NSW to which 27 schools (42.9%) responded. The data gathered indicated that 25 of the 27 schools were willing to consider early entry; however, only 10 reported that they had received applications, three of which had accepted children, and nine of which had rejected applications. The survey demonstrated that while a range of procedures was used to determine early entry, social and emotional factors were more crucial concerns for the principals than academic factors. The study concludes that the policy, while meeting the needs of young gifted children in principle, ignores the need for specialised teacher-training and resource support.
Fostering and Preserving Wonderment
Authors: Latham Gloria
Published: June 2019

What distinguishes humans from other animals is their ability to think, to reason and to wonder. Infants try to make sense of life's complexities from the moment they are born. Educators play a vital role in keeping young children's wondering alive. If children are merely supplied explanations they will soon learn to defer to adults or to become satisfied with simplistic reasons for highly complex issues. They will carry these answers into adulthood.

Thus the role of the educator is one of moving young children towards solving their own problems through active exploration, discovery and reflection.
The Many Faces of Child Care: Roles and Functions
Authors: Sims Margaret , Hutchins Teresa
Published: June 2019

Current debates in early childhood are underpinned by fundamental issues regarding the roles and functions of services for children. Some writers have identified care and education of children as the main functions of children's services. This paper discusses a multifunctional approach and suggests that services for children in the 21st century need to develop a new discourse that celebrates the multifunctional nature of children's services.
Joint Preprimary/Child Care Experience: A Challenge for Early Childhood Education
Authors: Butterworth Dawn
Published: June 2019

The effect of child care attendance on young children's social development is a question that has puzzled early childhood educators for quite some time. This article presents the small body of conflicting research evidence on this issue. The practice of taking young children out of long day care to attend kindergarten sessions is then explored, along with a research investigation into the effect of this practice on the social development of preschool children. Recommendations are made to better meet the developmental needs of these young children within the context of rapidly changing familial structures.
A Week in the Life of a Four-Year-Old: A Study of Victorian Children's Patterns of Usage of Early Childhood Services
Authors: Rodd Jillian
Published: June 2019

The study used a form of the International Association for the Evaluation of Educational Achievement (IEA) Preprimary Project which was adapted for the Australian context to investigate the patterns of usage and factors behind parental choices of early childhood services for four-year-old children in the year prior to formal education. Data were obtained from interviews with 175 parents, usually the mother, regarding where, with whom and how their children spent their day and week. The findings revealed that many children in Victoria spent time in a number of services each day. A substantial number also participated in extra-curricular activities and recreational activities. Data collected concerning parental selection of particular services revealed the complex early care and education arrangements that parents were required to make to meet the educational and social needs of their children as well as the work related needs which influenced parental choice.
Evaluating the Evaluation of Child Care Accreditation
Authors: Murray Sally
Published: June 2019

In June 1995 the Federal Government received the evaluation report on the national accreditation and quality improvement system for long day child care centres (Coopers & Lybrand Consultants 1995). The evaluation had been commissioned to investigate four issues: the quality improvements resulting from accreditation; the financial costs to centres of accreditation; the adequacy of resources provided to assist centres with accreditation; and any problems centres had encountered with the system. This paper focuses on the evaluation's findings with respect to the first term of reference, the exact wording of which was ‘to measure improvements in the quality of care attributable to the system’.
Reflections on Cross-Cultural Research
Authors: Glover Anne , Black-Gutman Dasia
Published: June 2019

Cross-cultural research, like all other research, is multi-dimensional. It includes both comparative research, as opposed to research conducted in a single society, and research in which researchers and participants belong to different cultural groups. As a process, it presents numerous challenges. In cross-cultural or comparative studies there are questions related to the validity of the constructs being employed, the appropriateness of measures, and the suitability of methodologies for specific contexts. When researchers and study participants belong to different groups, questions about who determines and defines the research, who owns it, and how the research data is used, all need to be addressed.
Poverty, Disadvantage and Negotiating the Curriculum (R-2)
Authors: Harris Patricia
Published: June 2019

This article is about a classroom teacher responding to the challenges of teaching in a disadvantaged school. The theory that underlies the practice is critical social theory which challenged the teacher to explore the disparity between the home and school environment with a view to making changes in classroom practice. The focus is to create a classroom environment which allows the students to have power over their classroom lives. The teacher puts forward the notion that negotiating the curriculum with the students is one way of changing the pattern of classroom interaction and empowering the students. The article outlines briefly the skills that the students needed to develop before they could negotiate the curriculum. It outlines how the teachers working with a colleague, Suzanne Armstrong, set about ensuring that the students gained those skills. Finally it summarises the outcomes observed by the teachers. This is about teachers taking risks to change their practice.
Overseas-Trained Early Childhood Professionals: A Neglected Resource
Authors: Kennedy Anne
Published: June 2019

Accompanying an increasing emphasis on accepting skilled migrants into Australia is an increasing demand for recognition of overseas-gained qualifications and experience. Scant consideration has been given by the Australian early childhood profession into the possibilities and appropriateness of recognising and supporting skilled and experienced migrant early childhood professionals. This article explores one type of program which attempted such recognition and makes several key recommendations to the field on this issue.
Silenced Voices: Learning about Early Childhood Programs in the South East Asian Region
Authors: MacNaughton Glenda
Published: June 2019

This articles explores the influences of political, cultural, historical and economic dynamics of the Asian region on what can be learnt about the region by English-speaking Australians and, therefore, for what can reasonably be known and said about early childhood programs by them. In doing so, it shows that learning about early childhood programs in the Asian region involves two levels of learning: learning about and learning what can be learnt about these services. The article concludes with suggestions for how English-speaking Australians might begin the process of learning about early childhood programs in the Asian region. The countries of the Pacific Rim [including Australia] face many common issues and problems in the provision of early childhood education. A great deal could be learned through international dialogue and collaborative research. (Feeney 1992, p.314) This articles explores the political and practical challenges and possibilities monolingual, English-speaking Australians face in taking up Feeney's suggestion to become involved in cross-cultural exchanges with early childhood colleagues in the Asian region.
Diverse Pathways in Children's Learning
Authors: Lambert Beverley
Published: June 2019

This article argues the need for interpretations of cognition which acknowledge the truly diverse nature of learning in young children. To illustrate this, Partially Ordered Scaling of Items (POSI) analysis (Knight & Fischer, 1992) was applied to the domain of block play in a replication of Innes and King-Shaw's 1985 study. The 1985 study identified the developmental product sequences of block play as a linear hierarchy, ignoring the possibility of diverse pathways. The present replication of Innes and King-Shaw's work which used POSI analysis, enabled identification of several developmental pathways, illustrating the web like nature of conceptual advancement in this domain.
Empowering Young Children's Thinking: The Role of the Early Childhood Educator
Authors: Hine Alison , Newman Linda
Published: June 2019

The purpose of this preliminary investigative paper is to describe how the implications of recent research into young children's thinking has influenced teacher educators at the University of Western Sydney, Nepean (UWS, Nepean) to provide experiential learning and guidance to preservice early childhood educators on how to establish environments that stimulate curiosity and promote thinking. By teaching preservice early childhood educators to analyse, think rationally and creatively, problem-solve and reason, we can foster a better educated tertiary student whose thinking skills will be more effective, and who can initiate such activities in their future educational environments.

At the UWS, Nepean students’ metacognitive awareness and perceptions of their own thinking were explored through collaborative, practical activity accompanied by interactive dialogue, thereby establishing ‘communities of inquiry’ in three early childhood subjects. Formative and summative interviews with students, as well as written student reflections indicated that these practices greatly nurtured their creative intellect, further developed their ability to think critically and heightened perception of their own metacognitive capabilities. Students reported that their experiences had encouraged them to use similar thinking skills activities in their own teaching.
A Strategic Approach to Collaborating with Parents for Gender Equity in Early Childhood
Authors: MacNaughton Glenda
Published: June 2019

This article draws on recent Australian research to explore the complexities of parental attitudes in relation to gender equity in early childhood programs. It describes parental attitudes to their children's involvement in centres where early childhood staff were implementing gender equity programs. Key ideas within feminist poststructuralism are introduced and used to discuss ways in which early years educators can use these ideas to plan a strategic approach to their gender equity work with parents.