bluuebunny/crossref_metadata_2025 huggingface dataset:
The Implementation of Families First NSW: Process lessons from the first four years
Authors: Fisher Karen , Thomson Cathy , valentine kylie
Published: March 2019

Families First is a NSW Government strategy that aims to improve the effectiveness of early intervention services supporting families and communities to care for children. Its implementation is the joint responsibility of the five NSW Human Services agencies: the NSW departments of Community Services (DoCS); Ageing Disability and Home Care (DADHC); Education and Training (DET); Housing; and NSW Health through Area Health Services. Area Reviews are one element of the Families First evaluation process. The reviews focus on the experiences of individual areas during the implementation of the strategy. They were not designed to evaluate individual services but to garner generalisable lessons for future implementation. This article sets out four categories of implementation lessons from the Area Reviews, relating to managing systems change, a systems approach to early intervention and prevention, family services system capacity, and Indigenous participation. These lessons reflect the challenges faced and achievements made in each of the three Families First Areas to improve the coordination of the service network and increase the provision of services for early intervention and prevention.
The Stories We Share: Using Narrative Assessment to Build Communities of Literacy Participants in early Childhood Centres
Authors: Hatherly Ann
Published: March 2019

As the documented assessment of children becomes a taken-for-granted function of ‘what teachers do’, concerns are rightly raised about the time involved and the usefulness of this to enhance learning and teaching. This article draws on data collected as part of the development of Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars (Ministry of Education, 2004), a New Zealand resource designed to engage teachers in reflection about assessment practices within the framework of Te Whāriki. It tells the story—the author's story—of the ways in which documented assessment using techniques more associated with storytelling than with observation, invites participation of children, families and teachers and thereby becomes the means through which a community of literacy-learners and participants is developed. It is argued that, given the increasing pressure on centres to provide for literacy, documented assessments offer many possibilities for not just describing but also constructing literacy learning in meaningful contexts.
The Inclusion of Children with a Disability in Child Care: The Influence of Experience, Training and Attitudes of Childcare Staff
Authors: Mohay Heather , Reid Emma
Published: March 2019

Seventy-seven directors of childcare centres and 77 childcare staff were surveyed about their training to work with children with a disability, experience with these children, attitudes to disability, inclusive practices and barriers to inclusion. General support was expressed for the inclusion of children with a disability in child care, especially if the disability was mild. Some disabilities, e.g. speech and language problems, were viewed more favourably than others, e.g. acquired brain damage. Training for working with children who have a disability was associated with positive attitudes toward people with a disability. Directors currently including children with a disability in their program had significantly more training and experience with such children than other directors, although there was no difference in attitude to disability. Training and experience appeared to increase feelings of control over the provision of services for children with a disability.
Troubling Teaching
Authors: Stephenson Alison
Published: March 2019

In our early childhood teacher education program the young child is positioned as a competent and resourceful participant in his/her own learning. Reflection on this image led me to recognise that some aspects of tertiary institutions mean students themselves can be positioned as less empowered learners. As a result of this recognition, new methods of learning/teaching have been employed in a course that focuses on extending students' teaching practices and their skills in reflecting in an attempt to reposition students as co-constructors of their own knowledge. Strategies used over the past four years include student participation in decisions about content and assessment criteria; cooperative group-work; jigsaw reading tasks; weekly reflective journals; and audio taping transcribing and reflecting on my own teaching. In order to include a student perspective, students' comments on the process from end-of-course evaluations are included.
Raising Children in Chinese Immigrant Families: Evidence from the research literature
Authors: Guo Karen
Published: March 2019

Children of Chinese culture are raised differently from children of other cultural groups. There is research evidence which contends that, regardless of where they live, the child-rearing practices within Chinese immigrant families are still influenced by Chinese traditional culture. Some studies also point out that Chinese immigrant parents modify the traditional way of raising children in accordance with the new way of life. This article explores the literature on the parental beliefs and practices of Chinese new immigrant parents and discusses the factors which help Chinese parents raise their children in the countries to which they migrate. In line with the literature, Chinese immigrant parents referred to in this study are those who have moved from China, Hong Kong and Taiwan to non-Asian countries within the past 10 years.
Measuring Child Engagement in Inclusive Early Childhood Settings: Implications for Practice
Authors: Kishida Yuriko , Kemp Coral
Published: March 2019

Child engagement can be used as a child outcome measure, a measure of program quality and a guide for programming decisions. Measures of engagement cited in the literature are examined and features of those measures are described. Based on the gaps identified in the existing measures, the characteristics of a measure of engagement with the potential to be useful to practitioners as opposed to researchers are identified in relation to (i) practicality, (ii) sensitivity to the participation of children with disabilities, including severe disabilities, and (iii) ability to measure the degree of participation across children and across activity types.
The Impact of Regulatory Environments on Early Childhood Professional Practice and Job Satisfaction: A review of conflicting discourses
Authors: Fenech Marianne
Published: March 2019

This article juxtaposes contrasting discourses concerning the impact that regulatory systems—such as the NSW Children's Services Regulation and the National Quality Improvement and Accreditation System—have on the professional practice and job satisfaction of early childhood professionals in NSW. Juxtaposing dominant government discourses with conflicting critical discourses raises theoretical and practical issues about how the regulatory environment is perceived, the place it holds in early childhood professionals' thinking about quality early childhood practices, and the impact it may have on their job satisfaction.
Parent Perspectives on Childcare Quality among a Culturally Diverse Sample
Authors: da Silva Lisa , Wise Sarah
Published: March 2019

Traditionally, childcare quality has been defined from a child development perspective. How quality is defined, however, depends on the stakeholder being considered. This paper examines childcare quality from a parent perspective. Information was obtained from 238 Australian parents from culturally diverse backgrounds with children using formal childcare services. The findings suggest that, while developmental features of child care were central to all parents' concepts of quality, the issues of accessibility, relationships with carers, and sensitivity to cultural background also ranked highly. Some cultural differences were found. Overall, parents perceived that their childcare arrangement matched the quality features they considered important. However, this differed according to parent culture, with Somali parents most likely and Vietnamese parents least likely to report that their childcare arrangement matched the quality features they considered important The research, policy and practice implications are discussed.
Repeated-Viewing and Co-Viewing of an Animated Video: An examination of factors that impact on young children's comprehension of video content
Authors: Skouteris Helen , Kelly Leanne
Published: March 2019

The experiment reported here was concerned with the effect of repeat-viewing and adult co-viewing on the comprehension of an animated feature length movie. Four- to six-year-old children watched a movie on video either once or five times, and either with their mother present or on their own. The findings revealed that, after controlling for language skills and interest in the type of video watched, children who watched five times had higher comprehension scores than children who watched only once. Furthermore, children who watched the video repeatedly were also better at character identification and at identifying the good and bad qualities of one of the main characters in the movie. The presence of a mother, who was explicitly asked to co-view the movie with her child, did not facilitate comprehension. The findings are discussed in terms of the educational benefits of repeat viewing. Theoretical implications are also noted.
The Politics of Technology in Early Childhood in Aotearoa/New Zealand: Fitting Early Childhood Educators in the ICT Grid
Authors: Gibbons Andrew Neil
Published: March 2019

This article identifies contemporary issues for educators regarding the integration of new technologies in the early childhood education centre, through critical analysis of discourse associated with the integration of new technologies in early childhood services in Aotearoa/New Zealand. A culture of critique is revealed as an early childhood curriculum objective in Aotearoa/New Zealand, supported by the Ministry of Education. However, engaging in such critique reveals tensions between expectations regarding educators and the vested interests of policy-makers and technology industries. The characterisation of the educator as technologically deficient marginalises opportunities for educators to critically consider the role of technology in society. This paper argues for a problematisation of negative characterisations of educators in order to promote meaningful critique that is articulated as a requisite of effective integration of technology in early childhood curricula.
Equity Issues in Practicum Assessment
Authors: Ortlipp Michelle
Published: March 2019

This paper explores issues about equity in the early childhood practicum assessment process. In presenting these issues I draw on data from a study which examined how tertiary supervisors understand and practise this assessment process. While the study did not ask any questions specifically about equity, a number of the tertiary supervisors interviewed related stories that raised questions about how equitable practicum assessment is for students from non-English speaking and ‘non-mainstream’ cultural groups. I begin with an overview of the literature in this area and then present the issues identified as a result of examining the tertiary supervisors' stories and the practicum assessment documents they utilised. The focus is on examples from the data that highlight equity issues and raise questions for discussion and further exploration. The aim is to create awareness of this aspect of practicum assessment and to identify directions for future research in this area
The Forgotten Children in Australian Detention Centres before 2005
Authors: Garvis Susanne , Austin Lindy
Published: March 2019

ACCORDING TO ARCHBISHOP Desmond M. Tutu it is the politicians who ultimately offer what people want, especially where children's rights are respected and protected. Articles 28 and 29 of the UN Convention on the Rights of the Child recognise the rights of children to education. Many people residing in Australia, and abroad, assume that all young Australian children's rights are respected and protected. However, there has been one identified group of young children, residing in Australia, whose rights have not been respected and protected. These young children were held in Australian detention centres. It was only after public pressure in July 2005 that all children and families were released from Australian detention centres. This paper focuses mainly on the lack of educational provisions for this identified population.
Internationalisation: Some Implications for Teaching Early Childhood Research
Authors: Ebbeck Marjory , Russo Sharon
Published: March 2019

STRATEGIES FOR BECOMING GLOBAL in orientation are now embedded in the policies and practices of most universities in Australia. Such policies, if implemented effectively, contribute to the university's international profile. With this thrust come the implementation of so-called ‘transnational’ programs—that is, the offering of a university program in another country tailored to meet the cultural needs of a specific group of students yet maintain the integrity and content offered on campus. This paper discusses some of the challenges in assisting early childhood students undertaking a BEd in early childhood education in Singapore. Specifically, the focus of undertaking research is examined, including the topics selected, research paradigms that frame the research and the cultural sensitivity needed in such a context.
Parent Choice of Early Childhood Education and Care Services
Authors: Noble Karen
Published: March 2019

THIS PAPER REPORTS ON A STUDY designed to enhance knowledge and understanding of parent choice in relation to early childhood education and care (ECEC) services. It investigates the ways parents make their choices of early childhood services and examines and interprets the meanings they ascribe to those choices. An orthodox grounded theory analysis of interviews with parents was conducted to elicit the knowledge bases parents draw on as they make judgements about the early childhood services they access for their children. This investigation informs ECEC professionals about the variations in the ways parents make choices for their young children. Specifically, there is a strong sense of the influence of social context and existing beliefs and understandings. However, equally importantly, parent choice is also strongly influenced by more pragmatic concerns. Therefore, choice of ECEC service is both complex and pragmatic.
From Bogey Mountains to Funny Houses
Authors: Hyvönen Pirkko , Kangas Marjaana
Published: March 2019

THIS STUDY ANSWERS the following questions: ‘In what kinds of environments do preschool children want to play?’ and ‘In what kinds of environments do boys and girls want to play?’ Methodologically, the study draws on grounded theory, with data collected among Finnish preschoolers through 15 creation sessions with 49 children from six to seven years of age. Children prefer emotional play worlds, where excitement and amusement can be experienced and where collaborative activities and nature are afforded. Girls created scary and happy play worlds and boys created worlds of aggression and care. Emotional worlds indicate: (1) rich and varied emotions; (2) a desire for physical activity and nature; and (3) common and divergent emotional worlds of the genders. The outcomes have been utilised in designing pilot playful learning environments (PLE) and they will be useful in developing PLEs and play to meet the challenges of education.
The Use of Music CDs and DVDs in the Home with the Under-Fives
Authors: de Vries Peter
Published: March 2019

THIS ARTICLE REPORTS ON parents' perceptions of the way music CDs and DVDs were used with children under the age of five in the home environment. This was part of a study that explored the musical practices of parents with children at home. A survey was sent to parents in three preschools, asking about parental music background, young children's involvement in music programs, types of music children were exposed to in the home, and frequency of musical activities conducted in the home. Following the survey, focus groups were conducted to further tease out trends that emerged in the survey. One of the trends was the reliance parents placed on music CDs and DVDs in providing music for their children. The use of these materials in the home is discussed, as are implications for parents and early childhood educators.
Outdated Relics on Hallowed Ground
Authors: Richards Rosemary D.
Published: March 2019

ALTHOUGH SOCIOCULTURAL THEORY challenges educators to embrace the social nature of learning, common practice in early childhood art has varied little from its traditional stance on natural art development, adult non-intervention, and the sacrosanct nature of creativity and artistic expression—outdated relics on hallowed ground. Despite mounting pressure to value social and cultural contexts of learning, popularised models of children's artistic development suggest that young children decline in artistic capabilities with the onset of school, primarily as a result of social interactions—a U-shaped model of artistic development (Davis, 1991; Gardner, 1982). Furthermore, children are often invisible in discussions on children's art and the value placed on their art is closely aligned with adults' aesthetics (Pariser & van den Berg, 2001) while marginalising children's actual experiences. Why beliefs about early childhood art remain entrenched may be best understood by exposing the intersection of the ever-evolving notions of childhood, art and child development.
Meeting the Goals of Te Whāriki through Music in the Early Childhood Curriculum
Authors: Klopper Christopher , Dachs Nell
Published: March 2019

THE PURPOSE OF THIS ARTICLE is to examine the strands and goals which arise from the four principles of ‘Empowerment; Holistic Development; Family and Community and Relationships’ ( Te Whāriki,1996) and to propose how music can be used in an integral way not only to meet the stated goals but also to promote them to their fullest potential. It also presents a challenge to early childhood educators to consider making greater intentional use of music appropriately and relevantly throughout their programs and their day-to-day activities. There is often the tendency to limit music to mat time or to sporadic rhythmic clapping or singing throughout the day without a conscious understanding of how these activities link to the strands and goals of Te Whāriki.
Making the Multicultural Learning Environment Flourish
Authors: Vuckovic Aleksandra
Published: March 2019

IN AUSTRALIA MULTICULTURALISM and diversity are part of daily experience. In such a society, children grow up with diverse norms, traditions and role models and are expected to become open-minded and tolerant individuals. A key figure in children's lives will often be the teacher, one of the first significant role models they interact with outside the family. The special character of these dyadic relationships and the challenges faced by the teacher have not been emphasised sufficiently in the literature. Successfully catering for a multicultural group of young children requires reflection and understanding of one's own culture, as well as a sound knowledge of the children and their culture. This paper reviews the various factors teachers need to be mindful of when educating young children, and concludes by presenting a model illustrating how relationships work in the early childhood education setting.
Presence as a Dimension of Early Childhood Professional Practice
Authors: Goodfellow Joy
Published: March 2019

THIS ARTICLE EXPLORES THE phenomenon of presence and argues that it is a concept worthy of further investigation as a characteristic of adult-child interaction and a key component of quality care. Presence is situated within caring relationships and has a strong affective component that encompasses the heart and soul of professional practice. While cognitive (knowing) and social (engaging with) aspects of early childhood professional practice are important, presence has the potential to significantly impact on children's early emotional wellbeing. A suggested approach to furthering an appreciation of caring presence is to use digital video analysis software as a research tool in practitioner inquiry.
Early Childhood Teachers Coping with Educational Change
Authors: Kilgallon Pam , Maloney Carmel , Lock Graeme
Published: March 2019

THIS PAPER DESCRIBES a study of early childhood teachers' (educators of children aged four – eight years in school settings) perceptions of key factors which impact on their ability to cope with the implementation of mandated educational change in the workplace. Using qualitative methodology including surveys, focus groups and in-depth interviews, this study revealed that early childhood teachers' attitudes and approaches to change impacted on their active engagement and continuance in their profession, as did the support they received from work colleagues and line managers. In addition, access to information and professional development sessions, as well as involvement in and ownership of the change process, further contributed to how they coped during implementation of educational change.
Encouraging the Reflection Process in Undergraduate Teachers using Guided Reflection
Authors: Nolan Andrea
Published: March 2019

THIS PAPER REPORTS ON the findings of a study conducted with a group of early childhood education undergraduate students. The study trialled a number of guided reflection techniques that acted to stimulate and provide a structure for reflection. These techniques were further supplemented by focus group discussions based on reflective principles, in the hope of fully engaging the students in the reflective process over the course of a year. All techniques were designed to assist the student teachers in becoming aware of the current philosophy they hold in relation to teaching and learning, and also in understanding how this has been shaped by past experiences, beliefs and knowledge. The effectiveness of the guided reflection techniques were evaluated by the participants at the end of the project. The surveys showed that three of the techniques were particularly successful. Student perceptions as to the success of the process are reported in this paper.
Word-play and Musike
Authors: Alcock Sophie , Cullen Joy
Published: March 2019

THIS PAPER EXPLORES YOUNG children's rhythmic, musical, humorous and playful communication in the context of empowering themselves to create meaningful curriculum during teacher-controlled routine morning-tea times in an early childhood education centre. The data, presented as ‘events’, formed part of an interpretive qualitative study exploring young children's experience of humour and playfulness in their communication. The ethnographic-inspired research methods included the researcher as a participant observer. Cultural–historical activity theory (CHAT) framed the methodology, and mediated activity was the unit of analysis. CHAT illuminated the tensions, contradictions and power patterns inherent in communicative activity. This paper illustrates how young children's rhythmic musicality serves both communicative and enjoyable functions, and argues that rhythm also forms the basis for young children's developing verbal communication and early literacy learning. The ‘events’ make visible literacy as social practice (Hamilton, 1999).
Parent Cognitions and Parent–Infant Interaction
Authors: Ferrier-Lynn Melissa , Skouteris Helen
Published: March 2019

THIS STUDY EXAMINED PARENT cognitions and parent–infant interaction in terms of their contribution to infant development in the first 12 months. With a sample of 95 mother–infant dyads, results using structural equation modelling confirmed the expected finding that parent–infant interaction mediates the association between parent cognitions and infant development. An unexpected finding was that the direct association between parent cognitions and infant development was stronger than the direct association between parent–infant interaction and infant development. These findings are discussed with regard to the implications for preventative and early intervention models.
Playgrounds of Learning
Authors: Macfarlane Kym , Cartmel Jennifer
Published: March 2019

IN THE EARLY CHILDHOOD education and care (ECEC) sector there has been a plethora of literature about practice with children in the birth to five age group (Arthur, Beecher, Dockett, Farmer, Richards, 1995; Dockett & Fleer, 1999; Fleer, 2003, 2005; Hutchins & Sims, 1999; Grieshaber & Cannella, 2001; Press & Hayes, 2000; Stonehouse, 1988). There is also literature about how particular types of ECEC practice assists in promoting intellectual competence, agency and resilience in these young children. However, current research about how to scaffold and value metalinguistic and metacognitive competence and agency in the birth to three age group appears to be scant (Page, 2005).

This paper uses data from interviews and videotaped observations of young children and their families to begin to unpack how learning experiences for birth to three-year-olds happen within particular social contexts. An interpretive and theoretical bricolage (Denzin & Lincoln, 2003; Levi-Strauss, 1966) of theory and literature is used to interrogate this data, acting as a means of informing epistemological understanding about how practice within particular social contexts constrains or enables children as competent and capable learners. The authors argue that a tendency to underestimate the metacognitive and metalinguistic ability of infants and toddlers delimits understanding of what is possible for them within play and learning contexts. Finally, a model of practice is developed that focuses on appreciating and enhancing such abilities in this age group.
Contextual Factors Affecting Inclusion during Children's Transitions from Preschool to School
Authors: Rietveld Christine M
Published: March 2019

THIS QUALITATIVE STUDY investigated the experiences of two pairs of boys (one pair typically developing, one pair with Down Syndrome) during their transitions to school. The boys were observed using continuous narrative recordings, during all aspects of the curriculum. Their teachers, parents and peers were also interviewed. Results indicated that the boys with Down Syndrome (DS) engaged in a narrower range of roles than did the typically developing boys at preschool (interactions that did not involve any emotional connections with specific children). However, observations at school indicated that inclusion or exclusion were not within-child characteristics, but largely dependent on the context. The data suggests that, specifically, it was the nature of relationships in each context that affected inclusion and exclusion, more so than the setting (preschool or school) or the presence of DS. These relationships were shaped at all levels of the centre or school's educational culture and ethos.
Enhancing Environmental Awareness through the Arts
Authors: Tarr Kumara
Published: March 2019

THIS PAPER REPORTS ON a recent action research project, Enhancing environmental awareness through the arts. This project involved working with two early childhood professionals and 28 children in a long day care centre in the Sydney CBD at the end of 2006. Its aim was to assess the outcomes for the early childhood professionals, and for the children they worked with, of using arts-based pedagogies for enhancing environmental awareness. As the children in this centre had considerable indoor space but no outdoor space at all, the participating staff in the two–three-year-olds' room were interested in how this project could help to incorporate the natural environment into their programs.

This paper outlines the theory that underpins the research, the processes involved in developing and conducting it, and the findings. The findings show that the arts-based pedagogies applied throughout the project had a definite effect on the children's awareness of the natural environment (also referred to as the ‘natural world’ throughout this paper). This was demonstrated through how much the children talked about the natural environment, the way they incorporated concepts about it into their play and their attitudes toward it. The findings also show that the action research approach used throughout the project resulted in the two early childhood professionals developing new techniques for creating meaningful content for the program. This report also considers the questions that arose as a result of the research and suggests how they could be further explored.
The Construction of Early Childhood Teachers' Professional Identities, Then and Now
Authors: Whitehead Kay
Published: March 2019

THIS PAPER EXPLORES THE ideas of teacher educator Lillian de Lissa, who established the Kindergarten Training College in Adelaide in 1907 and spent the following 40 years in early childhood teacher education in Australia and the United Kingdom. I argue that de Lissa's enduring concern was the construction of early childhood teachers' professional identities. To this end, the curriculum, teaching methods and culture of the training colleges focused on the ‘all round development’ of the pre-service teacher— that is her head, heart and hand. These historical understandings are used to discuss early childhood teachers' professional identities in contemporary times.
Women's Reflections on Choosing Quality Long Day Care in a Regional Community
Authors: Harris Nonie
Published: March 2019

THIS ARTICLE QUALITATIVELY EXPLORES women's experiences of choosing quality long day care in a regional community. The study complements recent quantitative research on the quality implications of increased for-profit childcare provision. It also adds to our understanding of current childcare policy by focusing on the experiences of women in a regional location. The women in this study associated the expansion of the corporate childcare sector with a decline in care quality and claimed that the ‘market’ approach to child care provision had diminished their choices. Corporate, one-size-fits-all child care services, managed in distant capital cities, were seen to be unresponsive to the needs of their regional community. These results challenge the Federal Government's rhetoric on child care choice and encourage policy-makers to re-examine the quality implications of a dominant corporate care sector.
The impact of early numeracy engagement on four-year-old Indigenous students
Authors: Warren Elizabeth , Young Janelle , deVries Eva
Published: March 2019

THIS PAPER REPORTS ON a component of a research project, Young Australian Indigenous students Literacy and Numeracy (YAILN), a longitudinal study investigating learning and teaching activities that support young Indigenous Australian students as they enter formal schooling. In Queensland, students are allowed to attend a non-compulsory year of schooling, Preparatory (Prep), if they reach the age of five years by the end of June in the year they enrol. In YAILN, one of the participating schools' preparatory intake included Indigenous students who had not reached the required age for Prep. Numeracy understandings for two of these students were tracked during their pre-prep year. The pre- and post-test numeracy results and the interview conducted at the beginning of their ‘official’ preparatory year suggest that this extra year of schooling enhanced their knowledge of mathematics and has (a) put them on an even footing with students from more advantaged backgrounds as they enter Prep, and (b) given them a distinctive advantage over other Indigenous students who have not had equivalent experiences.
Bridging the gap: Improving literacy outcomes for Indigenous students
Authors: Freeman Louella , Bochner Sandra
Published: March 2019

THE MAIN AIM OF THE Bridging the Gap project was to encourage Indigenous families to use a home book-reading program to minimise the disadvantage often experienced by their children when learning to read. The project was implemented in Western Sydney by Aboriginal Education Assistants (AEAs) from the Indigenous Catholic Education Unit within the Catholic Schools Office, Parramatta Diocese, NSW, with 22 children and their families in Terms 2 and 3 of the school year. The program used shared-book reading to help the children become actively involved in the reading process. At post-test, the children's mean reading age was higher than their mean chronological age, and there were increases in listening comprehension, phonemic awareness and receptive language. The project had a positive impact on the children's self-esteem, interest in books, experiences with books at home, and home-school links. The project also had a positive impact on the role of the AEAs within the Indigenous Education Unit and their support of the literacy needs of Indigenous children in the first year at school.
Readiness for school: A relational construct
Authors: Dockett Sue , Perry Bob
Published: March 2019

THE NOTION OF READINESS and what it means to be ready for school dominates much of the popular discussion, as well as the research base, about transition to school. Readiness means different things for different people, yet almost always there is a perception that readiness for school involves some assessment of the characteristics of individual children against some set of standard expectations or desirable attributes. The article explores three aspects of readiness: notions of children's readiness; schools' readiness for children; and family and community supports that underpin readiness. Recognition of the importance of each of these aspects supports the conclusion that a focus only on the characteristics of individual children provides, at best, a narrow and limited conceptualisation of readiness and one that can act against children's best interests.
A pathway to enhancing professionalism: Building a bridge between TAFE and university early childhood qualifications
Authors: Whitington Victoria , Ebbeck Marjory , Diamond Alexandra , Yim Hoi Yin Bonnie
Published: March 2019

IT HAS BEEN ARGUED that a key strategy to improve developmental and educational outcomes for young children is to increase the number of childcare staff with early childhood university degrees (Saracho & Spodek, 2007). In order to upgrade the qualifications of staff, a number of Australian universities provide pathways that enable graduates of early childhood diploma programs to complete a degree.

Several impediments, including institutional structures and individual contextual and personal factors, may affect these pathways. Although a range of organisations offer diploma programs, TAFE (Tertiary and Further Education) is a major provider. The aim of the present study was to investigate student transition between early childhood programs in TAFE and university. The research drew on several data sources, including a survey of the perceptions of students at various points of undertaking the transition. The current credit arrangement for TAFE Diploma graduates was found to be satisfactory; however, gaps were identified between the TAFE and university teaching and learning arrangements with regard to curriculum structures, teaching styles and assessment. Graduates of both programs considered that the completion of both awards would have a positive effect on their careers.
Neurobiology and child development: Challenging current interpretation and policy implications
Authors: Sims Margaret
Published: March 2019

WE ARE CURRENTLY EXPERIENCING an exciting time in early childhood as the Federal Government attempts to develop policies and systems to improve outcomes for our children. Recent advances in research have provided us with much evidence underpinning the new thinking. However, much of this evidence is still subject to interpretation, and it is my contention that common interpretations are significantly limited by our strong national culture of patriarchy. In this paper, I identify some of the policy implications of this ontogenic knowledge, and suggest an alternative viewpoint.
Developing an active play resource for a range of Australian early childhood settings: Formative findings and recommendations
Authors: Riethmuller Annaleise , McKeen Kim , Okely Anthony D. , Bell Colin , de Silva Sanigorski Andrea
Published: March 2019

PHYSICAL ACTIVITY HABITS ARE established in early childhood. Increasing a child's fundamental movement skill confidence and competence may result in a trajectory of increased physical activity and a lower risk of becoming overweight. The evidence upon which the promotion of physical activity in early childhood settings is based is tenuous. This study employed formative research methods (gaining the perspective of people both within and outside the target community) to identify current physical activity practices, barriers to physical activity and methods by which effective professional development could be delivered in three early childhood setting types: family day care, long day care and kindergarten. In these settings, lack of time, finances and motivation were the key barriers to implementing physical activity programs. Recommendations for a physical activity program and associated professional development resources were developed to overcome these barriers.
Improving processual quality in early education and care: Process findings from the evaluation of the Benevolent Society's Partnerships in Early Education program
Authors: valentine kylie , Thomson Cathy
Published: March 2019

THIS PAPER DESCRIBES THE FACILITATORS and barriers to implementing an attachment-based intervention in early education and care settings, the Partnerships in Early Childhood program (PIEC), based on findings from the process evaluation of its first year of implementation. The paper focuses on four areas: the nature of the partnership and program management; implementation; facilitators and barriers to change; and perceived changes and benefits of the program. PIEC uses existing services as the basis for providing enhanced care to disadvantaged children, and its challenges and successes suggest important lessons for the design and delivery of initiatives to improve the processual quality of care in formal settings.
Learning with technology for pre-service early childhood teachers
Authors: Campbell Anne , Scotellaro Grazia
Published: March 2019

THIS PAPER DESCRIBES AN innovative pilot project at the University of Canberra aimed at providing pre-service early childhood teachers with the skills, confidence and ideological change required to include technology-enhanced learning as part of the early childhood curriculum. The impact of the project was evaluated through participant observation, and a thematic analysis of entries in student learning diaries, student feedback and transcriptions of semi-structured interviews with staff involved in the delivery of the program. The analysis demonstrates that an intensive learning program can successfully change the attitudes of pre-service early childhood teachers toward the integration of technologies in the early childhood curriculum, and that the scaffolded learning process in the intensive program enhanced the learning and retention of the students' technological knowledge and skills.
Video Interactions for Teaching and Learning (VITAL): Analyzing Videos Online to Learn to Teach Early Childhood Mathematics
Authors: Lee Joon Sun , Ginsburg Herbert P. , Preston Michael D.
Published: March 2019

THE MOST PRESSING NEED in early childhood mathematics education in the United States is to improve early childhood teacher preparation. A Web-based video system, “Video Interactions for Teaching and Learning (VITAL),” is a novel and effective approach for teacher preparation integrated into early childhood mathematics education courses. With extensive analysis of videos involving children's mathematical thinking, VITAL provides prospective teachers with engaging and intellectually stimulating hands-on and minds-on learning experiences that supplement the traditional textbook and readings.
Marry the prince or stay with family—that is the question: A perspective of young Korean immigrant girls on Disney marriages in the United States
Authors: Lee Lena
Published: March 2019

ALTHOUGH SEVERAL STUDIES have examined popular culture, the perspectives of young children from various cultures still have not been discussed at length in such studies. In order to listen to these children's voices, this paper focuses on young immigrant Korean girls in the United States. It particularly examines their interpretations of marriage in American popular culture — in this case as marriage presented in Disney animated films. It explores the Korean cultural value of family, which significantly influenced the informants' points of view toward marriage. Finally, the paper provides some suggestions and implications for research on popular culture and young children.
Centre-Based Child Care Quality in Urban Australia
Authors: Ishimine Karin , Wilson Rachel
Published: March 2019

THIS STUDY INVESTIGATES the quality of childcare centres in urban Australian communities designated according to different bands of Centre Location Demographics (CLD). Childcare centres were assessed using the Early Childhood Environment Rating Scale – Revised Edition (ECERS-R) and the Early Childhood Environment Rating Scale – Extension (ECERS-E). Statistically significant differences were seen in quality on total scores across the five CLD areas. On both scales, middle and partially disadvantaged areas were identified as having substantial disadvantage in terms of childcare centre quality. The provision, and potential impact, of quality regulation and accreditation for childcare centres is discussed.
Insider Perspectives on Developing Belonging, being & Becoming: The Early Years Learning Framework for Australia
Authors: Sumsion Jennifer , Barnes Sally , Cheeseman Sandra , Harrison Linda , Kennedy Anne , Stonehouse Anne
Published: March 2019

IN JULY 2009, THE COUNCIL of Australian Governments approved for immediate implementation, ‘Belonging, Being & Becoming: The Early Years Learning Framework for Australia’ (EYLF), Australia's first national framework for guiding curriculum and pedagogy in all early childhood settings. In this article, several core members of the Charles Sturt University-led Consortium contracted to develop and trial the EYLF outline the political and policy context that has shaped its development; the intent and approach of the Consortium; and some of the many ‘decision points and dilemmas’ (Westbury, 2007) they encountered. The article concludes with reflections on lessons learned and implications for early childhood curriculum development.
Early Childhood Service Delivery for Families Living with Childhood Disability: Disabling Families through Problematic Implicit Ideology
Authors: Breen Lauren J.
Published: March 2019

THE AIM OF THIS PAPER is to unpack the implicit ideology underpinning early childhood service delivery for families living with childhood disability. The family as the unit of care is central to the philosophy and practice of early childhood services. However, the practice of family-centred care can be problematic; it is based upon neo-liberal assumptions of ‘idealised’ families, underestimates the profound impact of childhood disability on the family, and encourages service providers to conflate parents' involvement in care with responsibility for it. Further, the notion of chronic sorrow is often applied in order to describe parents and/or families as either ‘in denial’ or too aggrieved to enact their therapeutic imperative, and individualised and psychologised interpretations are made. Service delivery in early childhood settings often reinforces - rather than acts to reduce-social, cultural and economic injustices. Clearly then, childhood disability remains institutionalised, but just within the institution of the family. Attention to the largely silenced, yet multiple, shifting, and complex issues faced by families living with childhood disability is required and will likely have implications for early childhood service delivery.
The Challenges of Implementing Primary Arts Education: What our Teachers Say
Authors: Alter Frances , Hays Terrence , O'Hara Rebecca
Published: March 2019

QUALITY ARTS EDUCATION CAN produce positive learning outcomes, such as creating positive attitudes to learning, developing a greater sense of personal and cultural identity, and fostering more creative and imaginative ways of thinking in young children (Bamford, 2006; Eisner, 2002; Robinson, 2001). Arts-based processes allow children the opportunity to express their knowledge, ideas and feelings in ways that do not necessarily involve words (Livermore, 2003; Robinson, 2001). Unfortunately, the value of arts-based learning can often be overlooked because of the social and cultural dominance of literal language and written modes of expression (Eisner, 2002; Kress, 2000). Forming models of quality arts education in the early years of primary school can also be a highly problematic task. This has been highlighted in a series of recent national reviews that have investigated the current state of arts education in Australian schools. This national attention has in part focused on the level of preparedness of non–specialist teachers, in teaching the creative arts; music, dance, art and drama.
Kiss and Tell: Gendered Narratives and Childhood Sexuality
Authors: Blaise Mindy
Published: March 2019

THIS PAPER IS BASED ON a small-scale qualitative study framed by poststructuralist and queer perspectives that explored how young children talk about gender and sexuality while engaging with activities commonly found in early years settings. Findings show that children are eager to talk about gender and sexuality and do have a considerable amount of sexual knowledge. Questions are raised regarding the role of the early years' teacher and the responsibility the field has for opening up spaces in the curriculum for children's gender and sexual knowledge to be heard, valued and considered.
Tomboys and Sissy Girls: Exploring Girls' Power, Agency and Female Relationships in Childhood through the Memories of Women
Authors: Robinson Kerry , Davies Cristyn
Published: March 2019

THIS DISCUSSION ADDS TO the body of literature on young girls and their relationships with each other, through an exploration of the experiences of self-identified ‘tomboys’ and ‘sissy girls’ in early childhood. It does this through the memories of experiences identified by women. It is not our intention to have adult women speaking on behalf of children; rather, their experiences demonstrate how gendered identity is constructed and negotiated in childhood. They represent critical points in the process of gender construction in early childhood for each of these women, and have practical implications for early childhood professionals working with children today. In all cases, the women considered these critical moments as fundamental in shaping their lives. McLeod and Yates (2006) point out that reflexive memory can provide new readings of the past and present. These experiences provide a valuable avenue in which to gain insight to the complexities and contradictions associated with young girls' performances of gender. In addition, they provide some insight to the complexities of girls' relationships with each other, extending understandings of the constitution of girls' desires and friendships. Their earliest memories of being gendered subjects focused on heteronormative regulations to which children were expected to adhere, with each carrying a sense of injustice about these practices throughout their lives.