bluuebunny/crossref_metadata_2025 huggingface dataset:
Teachers following Children?
Authors: Surtees Nicola
Published: March 2019

THIS ARTICLE HIGHLIGHTS ASPECTS of a qualitative research study in New Zealand focused on the operation of teacher discourses of sexuality within early childhood education. The study explored teacher talk and practice about and around sexuality and the subsequent regulation of sexualities in centres. Drawing from the study findings, this article positions teachers' talk and practice about and around sexuality within a framework of heteronormativity, child-centredness and the emergent curriculum. The article provides insight into how this framework licenses absences pertaining to sexualities matters and the ways the absences arise. The article argues such absences create barriers to and/or narrow options for teachers' talk and practice about and around sexuality; reduce opportunities for acknowledgement of difference and diversity; and make attainment of the inclusive ideals of Te Whāriki difficult. The article concludes by re-imagining the way ahead with a view to advancing sexualities matters in early childhood education.
A Collaborative Approach to Literacy
Authors: Streelasky Jodi
Published: March 2019

MAKIN AND JONES DIAZ (2002) suggest that young children's early literacy is most strongly supported when early childhood educators, children's families and the wider community develop shared understandings about literacy —what counts, what is valued and validated, and whose voices are heard and whose voices are silent. Researchers such as Haas Dyson (1993), Kress (1997), and Stein (2003) argue that young children's literacy experiences comprise much more than developing the conventional processes of written language, but also include their use of a range of multiple semiotic symbol systems. This article will explore young children's constructions of literacy, and reveal the important role family members (e.g. parents, aunts, uncles, grandparents) and school staff (e.g. teachers, Elders, speech and language pathologists) play in mediating young children's literacy learning and development.
The Preparatory Year in a Queensland Non-Government School
Authors: O'Gorman Lyndal
Published: March 2019

THIS PAPER REPORTS THE findings of a research project investigating parents' conceptions of an early childhood program in Queensland. During 2007, early childhood education and care (ECEC) in Queensland underwent significant reform associated with the introduction of a full-time Preparatory Year program in all schools throughout the state. The research used a phenomenographic approach to examine the varying ways a group of 26 parents viewed such a program. This study revealed that parents viewed the Preparatory Year in relation to their own needs, their children's needs, and to how the program prepared children for success in school and beyond. Five ways of understanding the Preparatory Year emerged, linked to and differentiated from each other by two central themes. The results imply that continued consultation with parents will be required as the Preparatory Year is introduced throughout Queensland, and that further investigation of parents' views in wider contexts would be beneficial during this time of transition.
Can norms developed in one country be applicable to children of another country?
Authors: Lam Hazel Mei Yung
Published: March 2019

THE PRIMARY AIM OF THIS study was to investigate whether a gross motor proficiency norm developed in one country could be applied to young children in another country. The secondary aim of the study was to assess the gross motor proficiency of Hong Kong preschoolers aged five years. The Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) (subtests 1 to 5) was used to test the gross motor proficiency of 242 children aged approximately five years (four years, six months–five years, five months). The gross motor proficiency of the young children was measured in terms of their performance on running speed and agility, balance, bilateral coordination, strength and upper-limb coordination (subtests 1 to 5 of BOTMP). The results indicated that Hong Kong children at five years were significantly better than the BOTMP norms in all test items except running speed and agility performance. Hence, norms developed in one country might not be applicable to children of other countries.
Measuring what students entering school know and can do: PIPS Australia 2006–2007
Authors: Wildy Helen , Styles Irene
Published: March 2019

THIS PAPER REPORTS ANALYSIS of 2006–2007 on-entry assessment data from the Performance Indicators in Primary Schools Baseline Assessment (PIPS-BLA) of random samples of students in England, Scotland, New Zealand and Australia. The analysis aimed, first, to investigate the validity and reliability of that instrument across countries and sexes; and, second, to investigate what students know and can do the year before they start formal schooling. Data was analysed using the Rasch measurement model and interactive software (RUMM2020). Results indicated that three scales, Reading, Vocabulary and Mathematics, represent (with the exception of very few items) single variables which have the same meaning across all four countries and both sexes. The three scales may also be combined and regarded as a single measure at a higher level of scale. Developmental trends for children starting school were similar for all four countries.
Learning a Music Instrument in Early Childhood
Authors: Smith Wyverne
Published: March 2019

PROFESSIONAL EARLY CHILDHOOD educators are often asked for advice about whether or when a young child should learn to play a music instrument. Many educators who do not have a background in music education may not be confident in providing such advice. A range of overseas research has supported learning a music instrument in the early childhood years, noting the importance of parental support. This research project investigated the effects, especially emotional, on children's lives of adding instrumental music lessons to their general education, using the strategy of surveying professional musicians about their childhood experiences. Of the 46 professionals surveyed, all but two reported that the addition of music lessons to their general education had improved their enjoyment of childhood. Implications for early childhood professionals and teacher educators are also considered.
Improving the representation of Indigenous workers in the mainstream childcare workplace
Authors: Hutchins Teresa , Frances Katie , Saggers Sherry
Published: March 2019

THIS ARTICLE IS CONCERNED with the under-representation of Indigenous workers in mainstream childcare services and the associated problem of the under-representation of Indigenous children in such services. Specifically, it focuses on workforce issues that serve as barriers to both attracting and/or retaining Indigenous staff. The research methods included focus groups, community consultations and interviews with key stakeholders in the childcare field, in order to identify Indigenous childcare workers' needs and preferences as well as those of their children, families and communities. An analysis of international and national literature on the Indigenous childcare workforce provided a context for the evidence presented from the focus groups and individual consultations, and as a point of reference to compare existing understandings to those arising from these discussions. The research findings highlight three key issues that serve as significant barriers to Indigenous people entering and/or remaining in the childcare workforce, and to Indigenous children and families accessing mainstream childcare services: the lack of the provision of culturally safe workplaces, the lack of flexible employment practices, and the lack of opportunities for Indigenous workers to receive on-the-job training.
Early childhood teachers in contexts of power: Empowerment and a voice
Authors: Overton Jenny
Published: March 2019

THIS ARTICLE REPORTS ON findings from a qualitative research project (Overton, 2006) that highlighted a lack of empowerment experienced by, with and for eight early childhood teachers working in Tasmanian schools. The study investigated how change affects teachers, and focused on the theme of power as experienced by these teachers. The study noted three dimensions of power relationships in teachers' work lives: power imposed upon teachers (i.e. top-down, bureaucratic power); empowerment for themselves and others (reactionary mechanisms across or between teachers in search of empowerment); and disempowerment (behaviours, events and actions that actively eroded teachers' sense of empowerment). This article outlines the ways in which these teachers were constrained, yet sought to self-enable, in their work contexts. Recommendations and implications are included in the discussion.
A Pedagogy of Care: Moving beyond the Margins of Managing Work and Minding Babies
Authors: Rockel Jean
Published: March 2019

THE IMAGE OF A CARER ‘MINDING’ babies and toddlers has been transformed with the professionalisation of care in early childhood education and care (ECEC) services in Aotearoa/New Zealand. This occurred with the introduction of the national early childhood curriculum, Te Whāriki, in 1996 (Ministry of Education, 1996). Another key influence is the 10-year strategic plan to improve quality, introduced in 2002 (Ministry of Education, 2002) requiring that from 2007, 50 per cent of teachers in all teacher-led early childhood services would be qualified and registered, with the goal of 100 per cent by 2012 (recently changed to 50 per cent for infant-toddler teachers). The author proposes that this shift to an educational framework means early childhood professionals with infants and toddlers should consider their identity as a ‘teacher’ rather than a ‘caregiver’, and articulate a pedagogy of care.
Picture Books Stimulate the Learning of Mathematics
Authors: Van Den Heuvel-Panhuizen Marja , Van Den Boogaard Sylvia , Doig Brian
Published: March 2019

IN THIS ARTICLE WE DESCRIBE our experiences using picture books to provide young children (five- to six-year-olds) with a learning environment where they can explore and extend preliminary notions of mathematics-related concepts, without being taught these concepts explicitly. We gained these experiences in the PICO-ma project, which aimed to generate more knowledge about the effect of picture books on young children's learning of mathematics. The project's goal is to investigate how picture books can contribute to the development of mathematical concepts in young children, and how the actions of the teacher can strengthen the characteristics of picture books that support learning. The reading sessions described in this article were not intended to be mathematics ‘lessons’. Instead, the reading sessions were intended to tell the children a pleasant story and, at the same time, give them something to think about. Based on our research we provide reasons for using picture books to develop mathematical thinking, and include recommendations for practitioners interested in using picture books for mathematics learning.
Drawing Stories: The Power of Children's Drawings to Communicate the Lived Experience of Starting School
Authors: MacDonald Amy
Published: March 2019

ALL TOO FREQUENTLY THE process of starting school is viewed through the eyes of teachers and parents alone. What is often overlooked is that the children, who live this experience, and their interpretation of events, may be vastly different from that of their parents and teachers. The use of drawings in conjunction with oral retellings is an innovative strategy in terms of studies related to transition. In the study reported on in this article, experiences were shared not only through what the children themselves said, but also through what they have drawn. This article highlights the nature of children's experiences as they start school, and how both oral and visual narratives can be effectively combined to access the lived experiences of young children.

The wider study reported in this article was qualitative in nature and focused on the transition1 to Kindergarten2 experience at Callan Public School3, a small school in rural New South Wales, Australia. The study included three key stakeholders: the classroom teacher, the parents and, importantly, the children themselves. The children's drawings and comments have been combined with observations and anecdotes from parents and the classroom teacher in order to offer a richer insight into the process of starting school in this small rural community.
Early Childhood Safety Education: An Overview of Safety Curriculum and Pedagogy in Outer Metropolitan, Regional and Rural Nsw
Authors: Barr Jennifer , Saltmarsh Sue , Klopper Christopher
Published: March 2019

THIS ARTICLE REPORTS ON preliminary findings from a 2008 survey and telephone interviews with 27 directors of early childhood education and care (ECEC) services located in regional and rural districts of the Australian state of New South Wales. Data from the study suggests that some areas of safety education - most notably road/traffic safety and fire safety-are well-represented in early childhood curricula. However, areas such as water and farm safety are under-represented, despite statistics showing these to be significant areas of risk to young children. Findings suggest a need for a broader range of easily accessible and cost-effective child-centred safety education resources for use in ECEC settings.
Closing the Gap: Myths and Truths behind Subitisation
Authors: Warren Elizabeth , Cole Antoinette , deVries Eva
Published: March 2019

MANY MYTHS OCCUR REGARDING the inherent abilities young Indigenous students possess when they enter a Western school environment. One such myth in early numeracy is Indigenous students' innate ability to instantly recognise the number of objects in a small group without counting them; that is, their ability to subitise. Willis (2000) reports that many young Indigenous students possess this ability as they enter school. The results of our recent research with Prep- and Year 1-aged Indigenous students indicate that this is not necessarily the case. In this paper we share the results of our study and discuss the importance of this visual strategy for the development of early numeracy understanding by young Indigenous students. We also present culturally–appropriate activities that support this development and discuss the importance of not over-generalising findings when considering young Indigenous students' engagement in early numeracy learning.
Beyond Developmentalism? Early Childhood Teachers' Understandings of Multiage Grouping in Early Childhood Education and Care
Authors: Edwards Susan , Blaise Mindy , Hammer Marie
Published: March 2019

POSTDEVELOPMENTAL PERSPECTIVES IN early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that teachers used predominantly developmental approaches to describing their experiences of multiage grouping, and proposed that the use of postdevelopmental perspectives in multiage grouping research has the potential to realise new ways of understanding learning and development as both concepts and practices within the multiage classroom.
A Review of Gay and Lesbian Themed Early Childhood Children's Literature
Authors: Sapp Jeff
Published: March 2019

ON THE THIRD FLOOR OF THE downtown library, my world began to open up. It was in the gay and lesbian literature section that I began to reclaim my life. I would spend nights alone, sitting on the floor reading coming out stories, sections of fiction, gay and lesbian history, and anything else I could find. Those nights on the third floor, alone on the cold cement floor, were where I took my first breaths of life. It was where I discovered that I would survive. It was literature and literacy that helped save my life.

William DeJean (2001)
Complexities of Assessing Social and Emotional Competence and Wellbeing in Young Children
Authors: Barblett Lennie , Maloney Carmel
Published: March 2019

DEVELOPING POSITIVE SOCIAL and emotional growth and development in young children has always been a fundamental priority of early childhood practitioners. However, with an increasing economic and political focus on the foundational early childhood years, there has been a global push for the measurement of outcomes in early childhood education. This paper reports the findings of a major literature review to examine the assessment of social and emotional competence and wellbeing in young children. The review was conducted by a team at Edith Cowan University as part of a project funded by the Western Australian Department of Education and Training. It describes a number of issues about assessment dominating the early childhood literature. The paper then reports on the complexities of examining a domain that is socially and culturally constructed and where meaning belongs to the individual rather than to the person assessing the individual's behaviours.
Transitions to Early Childhood Education and Care for Indigenous Children and Families in Canada: Historical and Social Realities
Authors: Hare Jan , Anderson Jim
Published: March 2019

The transition into formal early learning settings, such as preschool and child care, represents a significant milestone for children and families. This paper explores the perspectives of 25 indigenous parents and family members and two caregivers reflecting on the transition of the indigenous children from their home to an early childhood development program in a large urban centre in western Canada. Our findings suggest that the transition experiences begin well before indigenous children and families join a program. There are factors that facilitate their participation, such as costs, transportation and location. How these parents negotiate their transition is impacted by their historical experiences with schooling and the place of culture and language in supporting their children and families. Early learning programs need to understand the social, cultural and historical realities that shape the transition experience for indigenous children and families.
Perceptions of School Readiness in One Queensland Primary School
Authors: Noel Andrea M.
Published: March 2019

THIS ARTICLE REPORTS ON THE school-readiness perspectives of Prep teachers and school administrators at one primary school in southern Queensland, Australia. For the study, data were collected through qualitative interviews to determine the extent to which, and exactly how, the educators' definitions were linked to the characteristics of the children, their families and caregivers, and the schools and communities. The results provide rich data that reveal the complex and broad definition of school readiness that has been embraced by the professionals at this school. This definition is aligned with the definition promoted by the current literature on school readiness. Interviewees communicated details about the roles and responsibilities of families, teachers, schools and communities when it came to supporting children's school readiness.
Character Education, Dr Seuss and Te Whāriki: A Likely Combination
Authors: Singer Miriam J.
Published: March 2019

Can we teach them wrong from right?

Can we help them see the light?

Using books I'm glad to say,

May teach the moral of the day.

We should teach them in the home,

We should teach them where they roam.

We can teach them in the school,

Where they'll learn the golden rule.
Exploring Transition through Collective Biographical Memory Work: Considerations for Parents and Teachers in Early Childhood Education
Authors: Rosewarne Sonja , White E. Jayne , Wright Lyn
Published: March 2019

THIS PAPER DESCRIBE OUR exploration of the concept of transition using the methodology of collective biographical memory work (CBMW). Through analysis of a collective group of memories across the life span, we reconceptualise transition as a discursively constructed concept that is experienced as deeply confronting. Using this methodological platform, we argue for a broader view of transition that embraces a multilayered, multifaceted and complex construction which is located in the embodied and subjectified experience of the learner and those around them. As such, transition is reviewed as a process of uncertainty/certainty, powerlessness/powerfulness and loss/gain characterised by shifting identities rather than as a type of societal initiation ritual or rite of passage. By considering this view in the context of early childhood education discourse, we suggest that emotional/embodied aspects of transition from the perspective of the child warrant further attention. The extent to which transition plays a role in learning lies, therefore, in its constructed worth to the learner rather than to those who dictate the learning agenda.
Curriculum Implementation: Decisions of Early Childhood Teachers
Authors: Burgess Jennifer , Robertson Gregory , Patterson Catherine
Published: March 2019

THE ENGAGEMENT OF EARLY CHILDHOOD teachers with curriculum initiatives reflects the decisions and factors surrounding an educator's relationship with a single curriculum initiative or across multiple curriculum initiatives. Factors such as the available form of professional development and workload intensity may influence decisions teachers make. This paper presents the results of an investigation of the decisions early childhood teachers made about their engagement with state government curriculum initiatives. A teacher's response to a curriculum initiative can be evidenced in attitude, training attendance and the adoption of ideas from an initiative. Critically, for change in early childhood education, the initial decisions teachers make about a curriculum initiative may act as personal gatekeepers as they may lead to engagement or to irretrievable rejection.
Early Childhood Professionals as a Source of Social Support: The Role of Parent–Professional Communication
Authors: Rolfe Sharne A. , Armstrong Kirsten J.
Published: March 2019

FORTY MOTHERS PARTICIPATED IN this Australian study of maternal perceptions of early childhood professionals (ECPs) as a source of social support in formal, centre-based infant/toddler care settings. Social support was defined as both emotional support (for example, providing understanding, encouragement, acceptance) and instrumental support (for example, providing practical information). Of particular interest was how the nature of communication between mothers and ECPs influences maternal feelings of support. ECPs in the study were defined as all early childhood staff—unqualified and qualified—identified by the mothers as working with their child in the centre. Quantitative data obtained by surveys and questionnaires was augmented by case studies of selected mothers based on interviews. It was found that most mothers perceived ECPs to be a source of social support, and that the content and frequency of mother–ECP communication determined how much support mothers considered they received. The case studies provided evocative insights into what it is like for mothers to ‘be’ in supportive and unsupportive childcare spaces. Among other things, the outcomes of this study encourage policymakers and ECPs to consider the extent to which childcare services provide social support for mothers, and how they might identify those who have the greatest need for it.
Culturally Strong Childcare Programs for Indigenous Children, Families and Communities
Authors: Guilfoyle Andrew , Saggers Sherry , Sims Margaret , Hutchins Teresa
Published: March 2019

ACCOMMODATING THE DIVERSE CHILDCARE needs of Australia's Indigenous communities, both within mainstream and Indigenous-operated services, is a major concern for all Indigenous families and communities. Of particular concern in relation to formal child care is the need for programs to be culturally strong. Culturally strong programs incorporate the culturally based beliefs, values and practices, including child-rearing practices, of individuals, families and communities using that service. This paper, drawing upon a broad-based consultation funded by the Australian Government and conducted throughout 2005–06, addresses the key elements of what constitutes culturally strong childcare programs for Indigenous children, families and communities. In recognition of the heterogeneous nature of Indigenous Australians, the research methods included focus groups, community consultations, and interviews with key stakeholders in the childcare sector nationally in order to identify their positions. The research findings highlighted that those involved with childcare programs for Indigenous children, whether they are living in a remote community in the Northern Territory or in Redfern in Sydney, New South Wales, share a similar desire: that programs reflect the cultural knowledge and practices of their respective communities.
Promoting Children's Social and Emotional Wellbeing in Childcare Centres within Low Socioeconomic Areas: Strategies, Facilitators and Challenges
Authors: Davis Elise , Priest Naomi , Davies Belinda , Sims Margaret , Harrison Linda , Herrman Helen , Waters Elizabeth , Strazdins Lyndall , Marshall Bernie , Cook Kay
Published: March 2019

ALTHOUGH CHILDCARE CENTRES HAVE a vital role to play in the social and emotional development of children, the strategies used to promote children's wellbeing in such settings are not well researched. This study aimed to identify the strategies, facilitators and key challenges for promoting children's social and emotional wellbeing as reported by childcare directors and workers during semi-structured interviews. They reported mainly informal strategies with few formalised policies, curricula or strategies. Staff reported frequent difficulties communicating with parents and/or children due to many families speaking little or no English. Lack of staff training and inadequate resources for activities were other key challenges they identified. Perceived facilitators included staff having strong relationships with each other and sharing a common philosophy, as well as having an open door policy for parents. Systematic development of skills to promote children's social and emotional wellbeing could help leverage childcare staff's potential to promote children's wellbeing during a crucial stage of child development.
‘I Want to Play When I Go to School’: Children's Views on the Transition to School from Kindergarten
Authors: Mirkhil Moska
Published: March 2019

THE BEGINNING OF A CHILD'S JOURNAL to formal schooling is a significant milestone in the early years of a child's life. Research literature has identified that the manner in which a child experiences the transition to school has significant implications for their future social and academic success at school. This article presents some of the findings from a recent study that examined the multidimensional nature of children's transition to school. The study specifically explored six children's views about their transition to school. The study was carried out across three long day care centres in inner suburban Melbourne that provided a kindergarten program for children a year before commencing formal schooling. The study indicated that children were very happy about starting primary school and children's understanding of school encompassed the social and physical changes to which they will need to adapt when commencing school. The study further suggested that children did not take into consideration the academic aspect of school but just wanted to have fun at school.
Incorporating Indigenous Ways of Knowing in Early Education for Indigenous Children
Authors: Kitson Rosalind , Bowes Jennifer
Published: March 2019

THE AUSTRALIAN GOVERNMENT'S PROMISE of preschool education for every four-year-old child, in particular for every Indigenous four-year-old, brings an opportunity to reconsider early childhood education for Indigenous children. This article suggests that incorporating Indigenous ways of knowing is required to make early learning attractive and accessible to Indigenous families. The numbers of Indigenous children enrolled in early childhood services are much lower than for non-Indigenous Australian children. ‘Closing the gap’ has the potential to bring educational advantages to Indigenous children. Part of the solution lies in an approach guided by Indigenous ways of knowing and preferably delivered by qualified Indigenous early childhood teachers.
Going on a Turtle Egg Hunt and Other Adventures: Education for Sustainability in Early Childhood
Authors: Lewis Elaine , Mansfield Caroline , Baudains Catherine
Published: March 2019

THIS PAPER REPORTS OUTCOMES for Early Childhood (EC) students after engagement in an Education for Sustainability (EfS) program. The research was conducted at an independent school located in the Perth metropolitan area of Western Australia. Three student-driven EfS projects, on issues of concern to young children, are examined. These projects are located at the school and in the nearby wetlands: biological survey, reed planting and turtle nest-watch. Findings indicated that participation in EfS projects was an effective, meaningful approach to achieving potent, enjoyable, hands-on action in real-life local contexts.
Technologically Constructed Childhoods: Moving beyond a Reproductive to a Productive and Critical View of Curriculum Development
Authors: Fleer Marilyn
Published: March 2019

MANY COUNTRIES AROUND THE WORLD have in place national early childhood curriculum documents for supporting educators, including Australia. It is timely for the field of early childhood education to consider the contemporary experiences of children from the twenty-first century in relation to how early childhood curriculum is framed. For instance, a technology-constructed childhood through everyday life-support technologies (in real use or through play) or a technologically driven play world that is more imagined than real (e.g. monster trucks, Xbox games) has implications for how curriculum development may be conceptualised. This paper draws on cultural-historical theory, in particular the work of Elkonin (2005), to examine how children's everyday lives are shaped over time by the economic imperatives and social conditions which produce technologies to support families and communities. Through a discussion of an empirical study of children's everyday lives, this paper presents a model to explain the technological diversity found across families and through this examines how curriculum may need to be re-conceptualised to take account of an emerging technologically constructed childhood.
The Swedish National Curriculum: Play and Learning with Fundamental Values in Focus
Authors: Sandberg Anette , Ärlemalm-Hagsér Eva
Published: March 2019

IN SWEDEN, EARLY CHILDHOOD education is unique in its combination of learning and play, care and fostering fundamental values. The aim of this article is to discuss and problematise current Swedish research from the early childhood education field with a focus on play and learning in relation to three fundamental values affirmed in the Swedish National Curriculum. These values are children's rights, gender equity, and education for sustainable development.
Thinking of Children: Democratic Approaches with Young Children in Research
Authors: Mackey Glynne , Vaealiki Sue
Published: March 2019

THIS ARTICLE EXAMINES THE research approach used in a case study of young children's involvement in a kindergarten environmental education program. Three key principles underpinned the research process. These principles were trusting relationships, respectful communication and democratic participation, and they were seen as ways to find solutions to ethical issues around children as participating partners in research. The approach allowed for children's voices to be heard and their contribution to the research valued. The premise of this approach is linked to a key principle of early childhood education for sustainability (ECEfS)—democratic participation which highly values the contribution that children make to discussions on environmental issues related to their lives and interests.
Curriculum Guidelines for Early Literacy: A Comparison of New Zealand and England
Authors: Blaiklock Ken
Published: March 2019

THE DEVELOPMENT OF EARLY literacy knowledge is generally seen as an important aspect of early childhood education. The way early literacy learning is promoted, however, varies greatly in different national curriculum frameworks. This article compares the approach taken in the New Zealand early childhood curriculum ( Te Whāriki) with the approach outlined in the curriculum for young children in England (The Early Years Foundation Stage or EYFS). The curricula are compared in relation to (1) the description of literacy-related learning outcomes; (2) guidance for teachers on how to foster literacy learning; and (3) guidance on formative and summative assessment.

The EYFS contains more detailed information in each area of comparison. The article suggests that the lack of information on literacy in Te Whāriki may mean that children are provided with an inadequate range of literacy experiences in New Zealand early childhood centres.
Learning to Measure Length in the First Three Years of School
Authors: McDonough Andrea , Sullivan Peter
Published: March 2019

MUCH RESEARCH ON EARLY measurement learning is small-scale and dependent on the items used. While such research is helpful for indicating the key aspects of learning length, it does not give teachers a clear indication of the expectations for student learning of them. This paper presents substantial data from a large project that used individual interviews to assess student learning against ‘growth points' or key stages in children's learning, over a range of domains including length. Data from interviews conducted twice a year with more than 1000 children in each of the first three years of school are used to indicate appropriate targets for student achievement. Basically it is suggested that the key targets for the learning of length in the first three years of school are, respectively, learning to compare, learning to use a unit iteratively, and measuring using formal units.
Equity of Access: Requirements of Indigenous Families and Communities to Ensure Equitable Access to Government-Approved Childcare Settings in Australia
Authors: Jackiewicz Stephanie , Saggers Sherry , Frances Kate
Published: March 2019

THIS ARTICLE IS CONCERNED WITH the interplay between Indigenous children and their families' equitable access to government-approved childcare services and their respective participation in such services. Specifically, it focuses on key factors that affect access and that serve as barriers to participation. The paper draws upon a national consultation funded by the Australian Government and conducted throughout 2005–2006 to respond to these concerns, and is situated within a substantial body of work which already provides a context for Indigenous children's access to, and participation in, early childhood services. In recognition of the diverse circumstances and requirements of Indigenous families, the research methods included focus groups, community consultations, and interviews with other stakeholders in the childcare sector nationally. An analysis of national and international literature on the research theme was made. The research findings correspond with other studies in this area, highlighting that accessibility (availability of places and transport), affordability, acceptability, and appropriateness are indicators which measure how well—or not—a service is meeting the needs of Indigenous children, their families and communities in relation to child care. To ensure that all children have equitable access to the service best suited to their needs, the Commonwealth of Australia, together with all states and territories, must understand and incorporate these requirements in childcare service provision for all Indigenous children.
Moral and Social Development: Teachers' Knowledge of Children's Learning and Teaching Strategies in the Early Years
Authors: Boulton-Lewis Gillian , Brownlee Joanne , Walker Sue , Cobb-Moore Charlotte , Johansson Eva
Published: March 2019

THE INTENTION OF THE ANALYSIS in this paper was to determine, from interviews with 11 early years' teachers, what informed their knowledge of children's learning and teaching strategies regarding moral development. Overall, the analysis revealed four main categories: definitions of moral behaviour, understanding of children's learning, pedagogy for moral learning, and the source of knowledge for moral pedagogy. Children's learning was attributed by five of the teachers to incidental/contextual issues. Nine of the teachers reported using pedagogies that involved discussion of issues, in various contexts, as a way of teaching about social and moral issues. The majority of the teachers ( n = 7) described the source of their knowledge of pedagogy as practical/observed as opposed to being theoretically informed. There was no clear relationship between teachers' definitions, understanding of children's learning, pedagogy or source of knowledge. These results suggests a strong need for the teaching of moral development to be given more prominence and addressed directly in in-service courses so that teachers are clear about their intentions and the most effective ways of achieving them.
Attachment Theory and Primary Caregiving
Authors: Colmer Kaye , Rutherford Lynne , Murphy Pam
Published: March 2019

OFFERING INTENSIVE PARENT SUPPORT programs within an early childhood setting recognises that early childhood educators are uniquely placed to form highly supportive and ongoing relationships with children and their families as part of their everyday work. This feature of early childhood programs can be utilised to include educators as partners in interventions with families where there are disruptions to the parent-child attachment relationship. The Through the Looking Glass project has been operating in early childhood settings since 2005 with positive outcomes for both families and children. The project is located in an early childhood setting in which a primary caregiving system is established so that each child is allocated an educator as their primary caregiver, who takes the key role and interest in the child's day-to-day experience thereby becoming the ‘secure base’ for the child within the centre. Under this model attachment theory is the underlying theoretical framework utilising the Circle of Security model. All educators participate in ongoing professional learning to support them to be emotionally available to children. When primary caregiving practices are ingrained in policy and practices through a centre, all children and families benefit.
Easing the Transition to School: Administrators' Descriptions of Transition to School Activities
Authors: Noel Andrea
Published: March 2019

THIS PAPER DETAILS THE EARLY childhood transition activities of three schools in southern Queensland, Australia, as reported by school administrators. The transition programs were analysed using the categories of the Transition to School Matrix of the New South Wales (NSW) Department of Education. Activities fell into the first four categories (Key Aspects) of the NSW Matrix. Specific weaknesses existed in responding to the needs of the local community (Key Aspect 3), linking children's early learning (Key Aspect 4), and especially evaluation and review (Key Aspect 5). Implications of these results are discussed, including the relationship between conceptions of readiness and characteristics of transition programs, the need to improve collaboration between preschool and primary schools, the development of transition programming geared towards all preschool-aged children (including those who did not attend preschool) and for schools to move from a series of transition activities to fully planned, monitored and evaluated programs.
Implementing Children's Rights in Early Education
Authors: One Sarah Te
Published: March 2019

RECENT RESEARCH (TE ONE, 2009) investigated perceptions of children's rights in a New Zealand early childhood care and education service (the Crèche) for under-two-year-olds. Focus group interviews, interviews with teachers, observational field notes, photographs and a researcher's journal were used to generate data. Findings revealed that perceptions of rights were influenced positively and negatively by physical conditions (place and space), rules, routines and regulations. This paper reports on how the quality of children's experiences in the Crèche was affected by the organisational and physical environment. These two forces influenced the adults' perceptions of children's rights and created some observable tension between professional aspirations to provide for high-quality early childhood education.
Domestic Play Collaborations in Diverse Family Contexts
Authors: Cameron Catherine Ann , Hancock Roger , Pinto Giuliana , Gamannossi Beatrice Accorti , Tapanya Sombat
Published: March 2019

FIVE 30-MONTH-OLD GIRLS in diverse family communities around the globe were filmed during one day in their lives. An international team collaboratively analysed videos in association with field notes and parental interviews. Of the multitude of play instances identified, one episode per child depicting a domestic play involvement was analysed for play content, themes, materials, and interlocutors (for example, caregivers enlisted, engaged, supported, or co-played with). In the variety of familial contexts observed, mutual involvement in domestic play enacted diverse sociocultural roles. The study aims to contribute a depth of understanding of very young children's domestic play and how caregivers directly and indirectly encourage and support that play. We conclude that professionals educating young children in early years settings can learn from an increased appreciation of the way children and their caregivers sustain and participate in play at home.
Multiliterate Star Warians: The Force of Popular Culture and ICT in Early Learning
Authors: Hesterman Sandra
Published: March 2019

CAN POPULAR CULTURE AND information communication technologies (ICT) broaden early years' multiliteracies experiences? This paper presents a case study that begins with boys role-playing Star Wars action scenes at the commencement of the school year, and concludes with an end-of-year school community celebration of a new DVD Star Wars movie sequel, designed and performed by the boys. The Children's Star Wars Project was developed in a small Western Australian independent community school committed to the Reggio Emilia educational philosophy. The case study provides an exemplar of the integral relationship between early childhood pedagogy, multiliteracies metalanguage, and multimodal designs of meaning. Implications for educational research are that popular culture and ICT can be readily integrated with early childhood education (ECE) to broaden multiliteracies experiences. As shown in this case study, these experiences facilitate the achievement of The Early Years Learning Framework for Australia outcomes.
How Children's Collective Interests Influence their Curriculum Experiences: Developing Relationships, Differentiating by Gender, and Defying Adults
Authors: Stephenson Alison
Published: March 2019

CHILDREN'S INTERESTS ARE AN acknowledged influence in teachers' day-to-day curriculum planning. However, five months of research focused on the scope of curriculum in an education and care centre suggested children's collective influence in shaping their centre experiences may be more pervasive than is often acknowledged. For children, friendships and the challenges involved in forming and sustaining relationships appeared to be a central concern. Two other widely shared areas of interest were defining themselves by gender and experimenting with their power to resist adults.
Levelling the Playing Field for Kindergarten Entry: Research Implications for Preschool Early Literacy Instruction
Authors: Callaghan Georgia , Madelaine Alison
Published: March 2019

THE PURPOSE OF THIS paper is to consider the importance of intervening with early literacy instruction at the preschool level. Research has found phonological awareness skills in preschool to be one of the most robust predictors of early reading success in a child's first few years of formal schooling. The efficacy of phonological awareness instruction at the preschool level is discussed, as well as the research implications for best practice in teaching it. Shared book reading plays an important role in facilitating oral language development in young children. Two types of shared book-reading techniques (dialogic and non-dialogic) are reviewed, and their effect on oral language outcomes is examined. A plethora of research has examined phonological awareness intervention in preschool and kindergarten, but much less research is available on shared book-reading interventions in these settings. It is concluded that both phonological awareness and shared book reading are necessary components of a preschool early literacy intervention, as they are important prerequisite skills for decoding, spelling and reading comprehension.
Social Learning, Language and Literacy
Authors: Hay Ian , Fielding-Barnsley Ruth
Published: March 2019

THIS ARTICLE SUPPORTS THE claim that there are strong interactive links between children's language development, cognitive reasoning and their success in school achievement. These links are best facilitated within a social learning framework where children's language and talk is encouraged, accepted and respected. This talk is the most authentic place to begin the adult dialogue with children that is purposeful and designed to build the vocabulary, concepts and understandings of the topic being taught. Marion Blank's level of language analysis is explored along with suggestions to enhance children's level of expressive and receptive language. Blank's strategies have been shown to enhance children's literacy achievement as well as their ability to settle into a positive learning environment.
Toddlers as Mathematicians?
Authors: Lee Shiree
Published: March 2019

THIS ARTICLE REPORTS A recent case study providing evidence that toddlers explore mathematical concepts in their outdoor play. The play experiences the toddlers engaged in gave rise to seven mathematical categories. In each of these categories examples are given of some of the ways the toddlers displayed their mathematical knowledge and skill.
Behind before they Begin: The Challenge of Early Childhood Education in Rural China
Authors: Luo Renfu , Zhang Linxiu , Liu Chengfang , Zhao Qiran , Shi Yaojiang , Rozelle Scott , Sharbono Brian
Published: March 2019

THE MAIN GOAL OF THIS paper is to analyse factors (accessibility, attendance rates and quality of preschools) that may be affecting the educational readiness of China's rural children before they enter the formal school system. Using data from a survey of 82 preschools and 492 households in six counties in three provinces of China, this paper documents the nature of early childhood education (ECE) services and the educational readiness of children aged four to five years in rural China. We present evidence that ECE services are seriously deficient. We show that China's rural children score much lower on standardised tests of educational readiness than their urban counterparts and that more than one half of the rural children in our sample are ‘not ready’ to continue on to the next level of formal education, possibly owing to the poor quality of early childhood education and low participation rates in early childhood education.