bluuebunny/crossref_metadata_2025 huggingface dataset:
‘A Day in the Life’: Exploring Eating Events Involving Two-Year-Old Girls and their Families in Diverse Communities
Authors: Gillen Julia , Hancock Roger
Published: March 2019

This article reports on a specific aspect of a larger study of ‘a day in the life’ of five two-and-a-half-year-old girls in families in Canada, Italy, Peru, Thailand and the UK. The larger study involved filming each of the five children in their family contexts for one whole day and studying a number of emerging themes related to the child's development. The focus is on mealtimes and eating. Culture is regarded as a dynamic dimension of the child's socialisation through which family practices around eating (often neglected as a research focus) are explored. Using the concept of an ‘eating event’, by analogy with a ‘literacy event’, close examination of video sequences reveal the extent to which children and carers, with differing desires and intentions, negotiate and collaborate to achieve mutually satisfactory ends.
When are Beliefs Just ‘The Tip of the Iceberg’?
Authors: Rivalland Corine M. Patricia
Published: March 2019

FEW RESEARCH PROJECTS HAVE captured the voices of childcare professionals about their personal beliefs in relation to teaching and learning. Using a qualitative case study approach with an emphasis on social constructivism, this descriptive study aimed to understand beliefs and practices as part of an underlying system, rather than as separate constructs influencing each other. In this paper I argue that Fish's (1998) ‘iceberg’ of professional practice could not explain the complexity of the interplay between belief and practices. Further, I argue that, for these professionals, this interplay was closely related to the depth of belief within the individual belief system as understood by Rokeach (1968). The study indicated that Rokeach's belief system used in conjunction with Fish's ‘iceberg’ of professional practice provides a deeper understanding of how beliefs are organised within a system and how different levels of beliefs relate to practices differently.
Study, Work, Rest and Play
Authors: Ashton Jean , Elliott Roslyn
Published: March 2019

THE INCREASING COSTS ASSOCIATED with tertiary study in Australia coupled with limited government assistance for education have had a significant impact on the preparation of students for the early childhood sector. Increasing costs have meant that a greater number of students than ever before need to undertake full- or part-time employment (Kember, 1999), which, paired with family responsibilities, challenges the more traditional university experience enjoyed by students in the past. Today's students are less likely to enrol in university programs straight from school. Rather, by means of a range of pathways following college training at Diploma level, employment for several years, marriage and families, they enter university with very different skills and very different expectations regarding study from those of previous generations of students. This article examines some of the changing structures and competing priorities in students' lives, as part of a larger investigation around the use of alternate pedagogies in teacher-education programs. It notes how one university is modifying its early childhood teacher-education programs to provide more equitable but still workable solutions for students challenged by their multiple life-roles.
‘I Know how much this Child has Learned. I have Proof!’
Authors: Boardman Margot
Published: March 2019

THIS STUDY SET OUT to investigate the use of digital cameras and voice recorders to accurately capture essential components of early learners' achievements. The project was undertaken by 29 early childhood educators within kindergarten settings in Tasmania and the Australian Capital Territory. Data collected indicated that digital technologies, involving cameras and voice recorders, have the potential to facilitate the collection of accurate evidence for assessment purposes. Study results also reveal that digital tools have the potential to enhance not only the young child's learning but also the teaching methods of early childhood practitioners. The prospective value of employing digital technologies in documentation processes in the early years of education has only begun, with this study suggesting there is an exciting potential for these technologies to enhance assessment and record-keeping practices in early childhood settings.
Accessing the Musical Intelligence in Early Childhood Education
Authors: singer Miriam J.
Published: March 2019

THIS PAPER ADDRESSES HOW and why the musical intelligence can be used to aid students in the learning process. It explores the brain research, several short vignettes and an informal case study. Conceptually, the author suggests that music can and should be used to help students learn and retain curricular content, may be matched to tasks in preschool as an auditory reminder, and should serve as a link for cultural growth and preservation. Music in the classroom also addresses the students' emotional wellbeing. Suggestions of application for classroom teachers and learning disabilities practitioners are provided.
Is all-day kindergarten better for children's academic performance?
Authors: Chang Mido , Singh Kusum
Published: March 2019

THE GOAL OF THIS STUDY was to explore the long-term effects of all-day kindergarten programs on children's academic performance. The study used three waves of data from a nationally representative database from the United States, the Early Childhood Longitudinal Study (ECLS), with the first wave at the beginning of kindergarten and the third wave at the end of the first grade. The average age of the children at the first wave was five years and eight months; at the third wave seven years and three months. The study further examined if these effects vary as a result of teacher curricular activities relating to reading and mathematics. The study conducted three-level longitudinal multilevel analyses using three measures of reading and maths IRT scores, sets of teacher activities in reading and maths, children's age, gender and socioeconomic status. The results indicated that all-day kindergarten children began with significantly higher scores and showed faster growth rates in both reading and math compared with half-day kindergarten children. Importantly, all-day kindergarten teachers had significantly higher frequencies of reading and mathematics activities than did half-day kindergarten teachers. These results suggest an important implication for the potential benefits of all-day programs in the US.
Australian Indigenous perspectives on quality assurance in children's services
Authors: Hutchins Teresa , Frances Katie , Saggers Sherry
Published: March 2019

THE AUSTRALIAN GOVERNMENT has recently committed to the development of an integrated system of assuring national quality standards for Australian childcare and preschool services (Australian Government, 2008). This article addresses two fundamental issues relating to the development of an integrated system as it applies to Indigenous children's services. Specifically, these issues relate to a conceptualisation of quality child care from an Indigenous perspective, and to the participation of Indigenous services in an integrated quality assurance system. Who defines quality, what quality looks, sounds and feels like, and how to measure quality were questions examined in this study. Research methods included focus groups, community consultations, and interviews with key stakeholders in the childcare sector in order to identify the key issues regarding childcare quality assurance for Indigenous families and service providers. The research findings highlighted some serious incongruities between mainstream approaches to quality assurance and those valued by Indigenous families and service providers.
Bottling the good stuff: Stories of hospitality and yarnin’ in a multi-racial kindergarten
Authors: Imtoual Alia , Kameniar Barbara , Bradley Debra
Published: March 2019

DEVELOPING SUCCESSFUL SCHOOLING sites in multiracial regional town contexts can often be quite challenging. This paper examines the work done in one such pre-schooling context in a medium-sized regional town where racial and ethnic tensions are high and where many families struggle with social/emotional/economic challenges. This pre-school setting has been identified in the community and within bureaucratic structures as being successful with regard to a high level of parental engagement and a positive management of racial tensions. In order to describe this success we identify a range of practices which distinguish this educational setting from others in the town. Primarily we focus on the notion of hospitality and the practice of yarnin’. This analysis arises out of ethnographic work at the preschool.
Parent and Staff Expectations for Continuity of Home Practices in the Child Care Setting for Families with Diverse Cultural Backgrounds
Authors: De Gioia Katey
Published: March 2019

THE USE OF CHILDCARE SERVICES for very young children (birth to three years) has increased dramatically in the past two decades (Department of Families, Community Services and Indigenous Affairs, 2004). This article investigates the expectations for cultural continuity of caregiving practices (with particular emphasis on sleep and feeding) between home and the early childhood setting. Findings showed that 1. Parents hold expectations for the execution of caregiving practices; 2. Ongoing oral communication is seen as a support for understanding practices, and staff with the same cultural background as families are pivotal in this process; and 3. Concealed practices by staff may be the result of a lack of communication, or of staff responding to their own macro-cultural beliefs. Continuity of micro- and macro-cultural practices is dependent upon staff attitudes and the process of communication.
Editorial
Authors: Semann Anthony , DeJean William
Published: March 2019

‘My point is not that everything is bad, but that everything is dangerous, which is not exactly the same as bad. If everything is dangerous, then we always have something to do.’

Michel Foucault, 1983
The Tug of War: When Queer and Early Childhood Meet
Authors: DeJean William
Published: March 2019

SEXUALITIES IN THE FIELD OF early childhood remains an abstract concept for some, yet for others it is a reality experienced from the moment one prepares to enter the field. Using a narrative ethnography, which calls for the voice of the ‘researcher’ and ‘participant’ to be made visible, this paper explores sexualities in early childhood from the perspective of one lesbian early childhood preservice teacher who must negotiate her identity within the location of university studies and early childhood placement. The paper concludes with recommendations on ways for queer teacher education to support preservice teachers entering the early childhood field.

Invisibility is a dangerous and painful condition. When those who have the power to name and to socially construct reality choose not to see you or hear you … there is a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing (Rich, 1986, p. 199).
Gay Mothers and Early Childhood Education: Standing Tall
Authors: Lee Debora
Published: March 2019

LEGISLATION IN NEW ZEALAND would suggest there is a liberal and accepting attitude towards diverse families in this country, yet discrimination and heteronormative expectations are strongly evident. In this article I report the findings of a study of the experiences of lesbian-parented families in early childhood centres. Seventeen gay women from 12 lesbian-parented families were asked about their own and their children's experiences in a variety of early childhood education settings. The findings, which are discussed in terms of a theory of heteronormativity, describe the steps the women reported they needed to take to prepare their children to cope in a heteronormative world. I conclude that, despite seemingly supportive legislation, this group of gay mothers felt it necessary to protect their children from heteronormativity and to prepare them for coping with discrimination.
(Re)Marking Heteronormativity: Resisting Practices in Early Childhood Education Contexts
Authors: Surtees Nicola , Gunn Alexandra C.
Published: March 2019

IN THIS PAPER WE DRAW from our own experiences and research into sexualities matters in early childhood education to illustrate the ongoing silencing of some forms of sexuality in the contexts of initial teacher education and practices with children and families. Through discourse analysis we explore how, despite increased attention to heteronormativity in research and policy, practices in both contexts remain marked by heteronormativity. How does an investment in silence and heteronormativity lead to or diminish possibilities for high-quality teaching and learning? This paper considers this question and seeks to resist such practices while (re)marking possibilities for the future.
Troubling Childhood Innocence: Reframing the Debate over the Media Sexualisation of Children
Authors: Taylor Affrica
Published: March 2019

CHILDHOOD INNOCENCE IS A bedrock assumption of contemporary Western thinking which permeates the professional field of early childhood. Axiomatic to this assumption is the widespread belief that sexuality is both antithetical to childhood and a threat to children's ‘natural’ innocence. In this article I offer an historical context to the cyclical linking of ‘loss of innocence’ with the mass media and popular culture. I review key arguments represented in a high-profile Australian public media debate over the sexualisation of children in the media and reframe the arguments by revisiting the feminist critical psychologies of Valerie Walkerdine (1997, 2001) and the poststructural feminist philosophies of Judith Butler (1990, 1997). I argue that the emotionally charged discussions about the sexualisation of children in the media function as performative adult projections, and conclude by encouraging early childhood practitioners to be reflective about the nature and effect of their own adult concerns.
What Does Cultural Globalisation Mean for Parenting in Immigrant Families in the 21st Century?
Authors: Sanagavarapu Prathyusha
Published: March 2019

IN THE CONTEXT OF LIMITED DISCUSSION on what globalisation means for families, this paper aims to foster discussion by exploring the cultural implications of globalisation for parenting in immigrant families. It argues that in a global context, the parenting practices of immigrant families are likely to be hybridised as they try to adapt to the cultural differences in parenting in their host country. The cultural perspectives of globalisation and cultural integration, and the published literature on immigrant parenting, are used in support of this discussion. The notion of hybridised parenting emerges with important consequences for children's development and early childhood practices.
Findings from an Evaluation of an Intervention Targeting Australian Parents of Young Children with Attachment Issues: The ‘Through the Looking Glass’ (TtLG) Project
Authors: Aylward Paul , Murphy Pam , Colmer Kaye , O'Neill Margaret
Published: March 2019

THIS ARTICLE REPORTS ON the evaluation of the ‘Through the Looking Glass' project, a three-year intervention conducted in five childcare settings across Australia and engaging 126 ‘at-risk’ families where there was an identified relationship between the parent and child/children (aged birth to five years). The evaluation embraced a pragmatic mixed-methods approach triangulating data sources and methods and employing participatory action research procedures. These included pre- and post-project video recordings and follow-up interviews up to 18 months after project completion. A broad range of positive impacts were achieved and sustained—mothers were significantly less stressed, depressed and anxious; were significantly more emotionally available; and reported being better able to cope and practise as parents. Children's wellbeing and involvement improved significantly, with improved child behaviours attributed to the project identified by staff and mothers. This paper presents the intervention, evaluation and findings for the mothers and children who participated in the project.
The Effects of the Art Education Program on Drawing Skills of Six-Year-Old Gifted Children in the High Socio-Economic Status in Turkey
Authors: Gur Cagla , Temel Fulya
Published: March 2019

AN ART EDUCATION PROGRAM WAS designed to develop the drawing skills of gifted children. In this study, the program was implemented with six-year-old gifted children receiving regular pre-elementary school education to investigate its impact. The main question to be answered was: Does the Art Education Program affect the drawing skills of six-year-old gifted children?

The study included 26 girls and 26 boys from private preschools in Ankara, Turkey. Among these children, 26 were chosen as the experimental group and 26 were chosen as the control group. Both groups undertook the Silver Drawing Test before and after the program so any changes could be measured. The experimental group, after the pre-test, participated in an Art Education Program consisting of 18 sessions. There was a significant improvement in the drawing skills of the experimental group when compared to the control group (p < 0.001). However, the relationship between the pre-test, final test scores and years of pre-elementary education was not statistically significant at five per cent significance level.
Constructing Leadership in Child Care: Epistemological Beliefs and Transformational Leadership
Authors: Brownlee Jo , Nailon Di , Tickle Emma
Published: March 2019

EARLY CHILDHOOD EDUCATION AND CARE (ECEC) in Australia are currently a focus of social and economic policy. However, early childhood leadership in Australia is yet to develop a clear identity that will enable the field to develop to its full potential. In this paper we investigate a unique theoretical framework for constructing leadership identity, based on transformational leadership and epistemological beliefs. Using semi-structured interviews, 15 childcare directors from a large metropolitan area in Australia were asked to describe their beliefs about knowing in the context of their leadership practices. The findings showed that leaders (n = 5) who espoused predominantly evaluativist beliefs about knowing were more likely to describe transformational leadership behaviours in the context of childcare leadership. A number of leaders held mixed beliefs (n = 9) about knowing and described their leadership practice in ways that reflected both transactional and transformational leadership styles. Finally, one leader described predominantly objectivist epistemological beliefs and transactional beliefs about leadership. These preliminary findings show that there seems to be a relationship between core epistemological beliefs and beliefs about leadership practices and offers a new way to characterise leadership in ECEC in Australia.
Gender and Leadership Styles in Children's Play
Authors: Mawson Brent
Published: March 2019

THIS ARTICLE COMPARES AND CONTRASTS the leadership styles evident in children's spontaneous collaborative play in two early childhood settings. The first site, in 2007, was a long day care centre and involved 22 three- and four-year-old children. The second site, in 2008, was the morning session of a kindergarten and involved 47 children.

A strong factor in beginning and maintaining a play episode was the leadership role of individual children. There were clear gender differences in leadership style. Two key roles were those of dictator and director. The dictator was invariably male and more autocratic and less able or likely to resolve inter-group conflict. The director, on the other hand, was usually female and had a more democratic approach to conflict and was more ready to compromise to keep the play episode going. Mixed-gender play was more prevalent in the long day care centre and allowed boys to experience leadership roles and styles not normally available in boys-only play.
Finding a Voice for Child Participants within Doctoral Research: Experiences from the Field
Authors: Harwood Debra
Published: March 2019

Grown-ups never understand anything for themselves, and it is tiresome for children to be always and forever explaining things to them.

-de Saint-Exupéry, A. (2000)

CHILDREN HAVE A LONG HISTORY of being the object of study across several research disciplines (psychology, education, sociology). Typically, studies on children have tended to assess concepts, experimental approaches, theories or interventions with little consideration given to children's voices within that research (Hill, Laybourn, & Borland, 1996; Scott, 2008).

Increasingly, within the various research communities, there has been a shift toward conducting research with children rather than on children to gain insight into what is meaningful and significant to children themselves (Clark, 2005; Clark 2007). As such, several scholars acknowledge four perspectives in conducting research on children: child as object, child as subject, child as social actor, and child as participant or co-participant (Alderson, 2008; Christensen & Prout, 2002; Christensen & James, 2008). Yet, despite recent research trends of including children's perspectives, many academic disciplines are steeped in a traditional approach of perceiving the child as object, a dependent and vulnerable being in need of protection. This article discusses the methodological choices and tensions I experienced as an early childhood education doctoral student as I endeavoured to negotiate a participatory role for young children's voices within a research agenda that focused on sibling teasing (Harwood, 2008a).
Mentoring Pre-Service Teachers: A Case Study
Authors: Graves Shanna
Published: March 2019

THIS PAPER EXPLORES THE mentoring relationships between preservice teachers and cooperating teachers participating in an early childhood practicum. A collective case study methodology was utilised to gain insight into the dynamics of the relationships. Data sources included open-ended interviews, observations, reflective journals and dialogue journals. Results reveal that clear, explicit expectations, ongoing communication, and adequate time are vital to the development of positive relationships. Implications for practice are discussed.
Licensing and Regulation of Indigenous Childcare Services
Authors: Targowska Anna , Saggers Sherry , Frances Kate
Published: March 2019

THE FOCUS IN THIS ARTICLE is on licensing and regulation requirements of Indigenous childcare services and the impact they may have on the provision of quality child care for the children, families and communities being served. Specifically, it focuses on key factors that both contribute towards, and serve as barriers to, the provision of quality care through licensing and regulation requirements. The paper draws upon a national consultation funded by the Australian Government and conducted throughout 2005 and 2006 to respond to this issue. In recognition of the heterogeneous nature of Indigenous communities and families, the research methods included focus groups, community consultations and interviews with other stakeholders in the childcare sector nationally in order to identify these key factors. An analysis of national and international literature on the research theme was conducted. The research findings highlight a number of key factors in the licensing and regulation requirements that serve as barriers to the provision of quality care for Indigenous children. These include the lack of culturally appropriate child care that capitalises on Indigenous knowledges (including the contextual nature of ‘quality’) and community capacity building, the lack of flexibility required to address some of the unique needs of different communities in Australia, and the lack of adequate support and resources.
Effects of Self-Monitoring on the Classroom Preparedness Skills of Kindergarten Students at-risk for Developmental Disabilities
Authors: Bialas Jennifer Boyd , Boon Richard
Published: March 2019

THE PURPOSE OF THIS STUDY was to examine the effects of a self-monitoring procedure on the classroom-preparedness skills of three male kindergarten students at risk for developmental disabilities in an inclusive classroom. A multiple-baseline design across participants (Alberto & Troutman, 2009) was used to evaluate the effects of the self-monitoring procedure to increase the student's compliance to classroom-preparedness behaviours. Participants were taught to self-monitor and evaluate their classroom-preparedness behaviour using a checklist with picture prompts. The data, gathered for baseline, intervention, and maintenance phases, was measured as a percentage of compliance to the targeted classroom-preparedness skills. Results indicated that the use of the self-monitoring intervention significantly increased the student's compliance with the classroom-preparedness skills for all three participants. In addition, the skills generalised across different content areas and were maintained without the use of the checklist. Limitations of the study, implications for the classroom, and future research questions are discussed.
The Implications of Poverty on Children's Readiness to Learn
Authors: Hilferty Fiona , Redmond Gerry , Katz Ilan
Published: March 2019

THIS PAPER REVIEWS AUSTRALIAN and international literature to examine the effect of poverty on children's readiness to learn. It includes a discussion of how children's readiness and ability to learn can be nurtured from birth, and how poverty places a child's healthy developmental pathway at risk. The paper concludes with a discussion of the barriers to the introduction of successful early intervention programs in Australia.
The Incoherence of Curriculum: Questions concerning Early Childhood Teacher Educators
Authors: Gibbons Andrew N
Published: March 2019

THIS PAPER EXAMINES CURRICULUM DEBATES, particularly those that influence an understanding of the nature and purpose of curriculum, in providing teacher education and in influencing teaching practice. The work of Martin Heidegger provides a framework for questioning the early childhood teacher education curriculum. Central to this analysis are tensions between coherence and diversity; and training and education. For instance, a tension exists between perceiving the practice of educating early childhood teachers as a practice of downloading the ‘right’ knowledge about children, childhood, and pedagogy; alternatively, early childhood teacher education is perceived as a practice of providing a space in which a teacher may develop a ‘teaching self’.
Rethinking Sponge Bob and Ninja Turtles: Popular Culture as Funds of Knowledge for Curriculum Co-Construction
Authors: Hedges Helen
Published: March 2019

CHILDREN'S INTEREST IN POPULAR culture was clear in my study of interests-based curriculum. Yet, perhaps unsurprisingly, it was a contentious site of curriculum co-construction. This article explores this tension. It argues that interpreting popular culture as ‘funds of knowledge’ might assist teachers to consider a different view of this interest and its potential for curriculum experiences. Examples from four-year-old children and their teachers at a sessional public kindergarten are discussed. Changes in teachers' understandings and practices related to popular culture, that may have transferability to other settings, are described.
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.
Defining and Assessing the School Readiness of Indigenous Australian Children
Authors: McTurk Nicholas , Lea Tess , Robinson Gary , Nutton Georgie , Carapetis Jonathan R.
Published: March 2019

THE RESEARCH EVIDENCE THAT underpins the school readiness of Indigenous Australian children is reviewed in this article, followed by identification of issues requiring research attention. Two key questions are considered:

1. How is school readiness defined and how applicable are definitions to Indigenous contexts?

2. What methods of school readiness assessment are applied to Indigenous children and are the tools appropriate or effective?

General definitions of school readiness are outlined. An ecological view defines school readiness as ready services, schools, communities and families. This view is scrutinised in detail to consider whether services, schools and communities are ready to promote Indigenous children's education. Extended families are pivotal social constructions in many Indigenous contexts. The extent to which this is recognised in the ecological view of school readiness is assessed. Thereafter, the methods of assessing children's school readiness are reviewed, highlighting the shortfall in techniques specifically designed and validated for Indigenous Australians and the variable applicability of the techniques currently in use.
Observing Young Children's Rough-and-Tumble Play
Authors: Tannock Michelle
Published: March 2019

THIS RESEARCH INVESTIGATED THE rough-and-tumble play of 17 five-year-old children in two early childhood settings. The study resulted in an increased understanding of the forms of rough-and-tumble play displayed by young children. This study demonstrates that both boys and girls are engaged in a variety of rough-and-tumble play behaviours.

Twenty-seven distinct rough-and-tumble play behaviours were exhibited during the observation period. They included eight components identified as rough-and-tumble play in previous research and also 19 behaviours not previously identified as elements of such. These elements indicate pre-operational forms of rough-and-tumble play. The results of this study have implications for the understanding of child development. It suggests that rough-and-tumble play evolves as children age; that children move into more complex play behaviours as they mature.
Breaking the Negative Cycle: The Formation of Self-Efficacy Beliefs in the Arts. A Focus on Professional Experience in Pre-Service Teacher Education
Authors: Garvis Susanne , Twigg Danielle , Pendergast Donna
Published: March 2019

ACCORDING TO THE NATIONAL Education and the Arts Statement (Ministerial Council on Education, Employment, Training and Youth Affairs, 2007), all children and young people should have a high-quality arts education. To achieve this teachers require a high level of skill and training, and the belief that they are self-efficacious in the teaching of arts education (Andrews, 2004). This points to the role of pre-service teacher education to develop the capability to teach arts education. This study utilises Bandura's (1997) model of self-efficacy beliefs. Novice early childhood teachers were invited to reflect on their professional practice experience during pre-service teacher education to provide insights into how this has contributed to the formation of their self-efficacy beliefs in the arts. Findings confirm that novice teachers develop beliefs about arts education during professional experience that shape their future beliefs towards teaching arts in the early years. These beliefs are likely to be negative, thereby contributing to the formation of negative emotional association and low self-efficacy beliefs for teaching arts. Furthermore, three main themes emerged from the data about the impact of professional experience: 1) supervising teacher practice (vicarious experience); 2) supervising teacher feedback (verbal persuasion); and 3) the profile of arts as a subject experienced by the respondent (vicarious experience). The implications of these findings are considered in terms of pre-service teacher education and ongoing professional learning for teachers.
Parents' Views about Child Sexual Abuse Prevention Education: A Systematic Review
Authors: Hunt Robyn , Walsh Kerryann
Published: March 2019

THIS PAPER PRESENTS THE results of a systematic review of literature on the topic of parents' views about child sexual abuse prevention education. It describes: i) what parents know about child sexual abuse prevention education; ii) what child sexual abuse prevention messages parents provide to their children and what topics they discuss; iii) what parents' attitudes are towards child sexual abuse prevention education in schools; and iv) their preferences for content. Electronic database searches were conducted to identify relevant literature published in English relating to child sexual abuse prevention programs and parents' views. A total of 429 papers was evaluated, with 13 studies identified as meeting the study's inclusion criteria. Worldwide, empirical research on parents' views about child sexual abuse prevention programs is limited and more research is needed in Australia. Implications for future research and practice are outlined.
Supervision and Assessment of the Early Childhood Practicum: Experiences of Pre-Service Teachers who Speak English as a Second Language and their Supervising Teachers
Authors: Ortlipp Michelle , Nuttall Joce
Published: March 2019

FINDINGS ARE REPORTED from the third phase of a small exploratory study that aimed to understand how pre-service teachers from culturally and linguistically diverse (CALD) backgrounds, and those who supervise them in early childhood settings, experience practicum assessment, and the extent to which practicum assessment takes into account pre-service teacher diversity. Discourse analysis (Foucault, 1972), applied to interviews with pre-service teachers and supervising teachers, revealed a persistent ‘discourse of denial’ of cultural difference on the part of supervising teachers, who nevertheless genuinely attempted to negotiate the inevitable challenges posed by the supervision of CALD pre-service teachers. The paper concludes that supervising teachers were at pains to produce and perpetuate a liberal humanist discourse within which all human beings are ‘the same’ or should be equal, even as they attempted to recognise CALD pre-service teachers' learning styles and needs.
The Exclusion of Children with Disabilities in Early Childhood Education in New Zealand: Issues and Implications for Inclusion
Authors: Purdue Kerry , Gordon-Burns Diane , Rarere-Briggs Benita , Stark Robyn , Turnock Karen
Published: March 2019

IN NEW ZEALAND, LEGISLATION and policy states that every young child has the right to participate in, and receive, a high-quality early childhood education. However, this is not always the case for children with disabilities and their families. This article addresses issues related to the exclusion of such children in early childhood education in New Zealand. In particular, the article highlights the exclusive cultures, policies and practices that compromise the nationally legislated policy of inclusion for children with disabilities and their families. It also offers ideas on bringing about changes in thought and practice that might help to progress inclusion.
A Book Reading Intervention with Mothers of Children with Language Difficulties
Authors: Colmar Susan
Published: March 2019

MOTHERS OF CHILDREN WITH significant language delays were trained to use two key strategies: first, pausing to allow child language initiations and, second, asking an open-ended question to build a conversation based on a topic chosen by the child. These strategies were implemented within a book-reading context, with generalisation to a wider range of contexts being encouraged within naturalistic settings. Significant improvements in expressive and spoken language skills, coupled with large-effect sizes on all measures, including receptive language, were achieved over a four-month period in the intervention group. A post hoc analysis confirmed that the benefits were partly dependent on an initial child vocabulary of at least 60 words. The mothers' capacity to learn and successfully use a set of simple new strategies confirms the importance of direct parent involvement in child language learning. Further, the mothers reported that the strategies were easy to implement and that they enjoyed the program.
An Analysis of New Zealand's Changing History, Policies and Approaches to Early Childhood Education
Authors: McLachlan Claire
Published: March 2019

NEW ZEALAND HAS AN INTERNATIONALLY unique approach to early childhood education, which includes a bicultural early childhood curriculum, a robust infrastructure of organisation and management overseen by the New Zealand Ministry of Education, and a growing reputation for innovation in early childhood teaching and learning. This paper examines how the current model of early childhood education emerged, the policy decisions that enabled current systems to be developed, the importance of the early childhood curriculum, teacher education and professional development, and recent developments during a time of recession in New Zealand. Some recommendations for early childhood education, based on the New Zealand experience, are proposed.
Evaluating the Feasibility, Effectiveness and Acceptability of an Active Play Intervention for Disadvantaged Preschool Children: A Pilot Study
Authors: Stagnitti Karen , Malakellis Mary , Kenna Rachel , Kershaw Beth , Hoare Majella , de Silva-Sanigorski Andrea
Published: March 2019

AUSTRALIAN CHILDREN FROM DISADVANTAGED families are at increased risk of delays in acquiring fundamental movement skills, with physical inactivity and increased risk of the potential consequences of obesity. The aims of this pilot study were to: 1) assess the fundamental movement skills of disadvantaged children; 2) evaluate the feasibility and effectiveness of adapting an existing parenting and child development program to incorporate additional weekly play activities (the intervention); and 3) examine the acceptability of the intervention.

Children aged 1.5–5 years were assessed pre-intervention ( n = 26) and post-intervention ( n = 16) over a period of 22 weeks using the gross motor component of the Peabody Developmental Motor Scales – 2nd Edition (PDMS-2) (Folio & Fewell, 2000). Parents completed a demographic and environmental survey and those implementing the intervention were interviewed to assess the feasibility and acceptability of the intervention. Pre-intervention the children from disadvantaged families had locomotion, object manipulation and Gross Motor Quotient (GMQ) scores significantly below the norm-referenced standards of the PDMS-2 ( p < 0.05). The intervention was associated with improvements in the locomotion (8.35 to 9.5; p = 0.009), and object manipulation (8.6 to 9.6; p = 0.04) subtest scores and the GMQ scores (92.6 to 99.3; p < 0.01). The intervention was deemed feasible and acceptable by those implementing the program. Low levels of physical activity in disadvantaged communities may be related to delayed acquisition of fundamental movement skills in childhood. This pilot study raises the possibility of correcting this deficit in early childhood, and improving the potential for all children to lead an active life.
Assisting Infants to Achieve Self-Regulated Sleep: The KIDSCODE® Baby Process
Authors: Ford Lisa
Published: March 2019

THE KIDSCODE® BABY PROCESS is a three-day, in-home intervention aimed at assisting parents to support their infant in developing self-regulation and achieving sleep easily. The program also aims to help parents to reduce their own stress, anxiety and depressive symptoms. This pilot study evaluated the outcomes of the KIDSCODE® Baby Process for families with an infant sleep problem. Ten families with an infant aged between six weeks and 15 months participated. Findings indicate that, after completing the KIDSCODE® Baby Process, infant night-time sleep increased significantly in quantity. Infant sleep was also found to improve in quality. One week after the intervention, the number of night wakings, the number of aids needed to settle to sleep, and the time taken to settle infants to sleep had all reduced significantly. Parents were able to maintain these changes over time. Following intervention, mothers also had significantly more sleep, and stress, anxiety and depression reduced significantly for both mothers and fathers over the month following intervention.
A Preliminary Exploration of Children's Physiological Arousal Levels in Regular Preschool Settings
Authors: Sajaniemi Nina , Suhonen Eira , Sims Margaret
Published: March 2019

LEARNING NEW THINGS IS challenging. In these moments, children are functioning in the upper limits of their acquired capability: in Vygotskian terms, children are functioning in their zone of proximal development (ZPD). Acting in the ZPD is cognitively loading and stress-provoking, thus the ability to function optimally in this state of increased stress has fundamental effects on the development of learning abilities. Physiological measures of arousal have become more common and pave the way to understanding not only how children develop regulation but also the role of the environment (social and physical) in supporting that development. While cortisol has become a popular measure of arousal, it is only one component of the physiobiology of arousal. It is important to develop a more holistic understanding of arousal.

Our study aimed to evaluate both cortisol and alpha-amylase responses in preschool-aged children in response to both an unusually challenging task as well as to normal early childhood activities. We have used these to develop a model linking activation of the HPA and SAM systems to children's cognitive performance, including the mediating impact of daily activities.
Warning—Television Viewing May Harm Your Child's Health: Parent Perceptions of Early Childhood Viewing Habits
Authors: Garvis Susanne , Pendergast Donna
Published: March 2019

IN 2009, THE AUSTRALIAN Government introduced the Get Up and Grow (Commonwealth Government, 2009) guidelines for healthy eating and exercise in early childhood as one element of a range of initiatives aiming to curb childhood obesity, a problem affecting an increasing proportion of Australia children. Included in the policy recommendations are banning children from watching television until they turn two; and limiting viewing to one hour a day for those aged between two and five years. These recommendations represent a considerable shift in the reported average viewing practices for these age groups, providing an opportunity for community comment.

In 2009, the article ‘Childhood policy straight out of fantasyland’ (Edgar, 2009) appeared on the Sydney Morning Herald website. The article was a critique of the Get Up and Grow recommendations. Most articles on the SMH website have an anonymous blog post attached where readers can post their comments. Data was collected from this blog, and responses where the identity of the respondent as a parent was either implicitly or explicitly stated were used and the text analysed. Six themes were generated from the data: television as an educator; television as a babysitter; television as a motivator for increasing physical exercise; policy as a challenge to parental rights; age appropriateness; and viewing standards. The responses provide insights into children's viewing habits and glimpses of the way television is used in the family household. Findings also reveal that parents accept that television programs labelled as ‘educational’ are a positive influence on learning for their child, and do not scrutinise the content beyond this assumption.
Play, Language and Social Skills of Children Attending a Play-Based Curriculum School and a Traditionally Structured Classroom Curriculum School in Low Socioeconomic Areas
Authors: Reynolds Emily , Stagnitti Karen , Kidd Evan
Published: March 2019

Aim and Method

A comparison study of four six-year-old children attending a school with a play-based curriculum and a school with a traditionally structured classroom from low socioeconomic areas was conducted in Victoria, Australia. Children's play, language and social skills were measured in February and again in August. At baseline assessment there was a combined sample of 31 children (mean age 5.5 years, SD 0.35 years; 13 females and 18 males). At follow-up there was a combined sample of 26 children (mean age 5.9 years, SD 0.35 years; 10 females, 16 males).

Results

There was no significant difference between the school groups in play, language, social skills, age and sex at baseline assessment. Compared to norms on a standardised assessment, all the children were beginning school with delayed play ability. At follow-up assessment, children at the play-based curriculum school had made significant gains in all areas assessed ( p values ranged from 0.000 to 0.05). Children at the school with the traditional structured classroom had made significant positive gains in use of symbols in play ( p < 0.05) and semantic language ( p < 0.05). At follow-up, there were significant differences between schools in elaborate play ( p < 0.000), semantic language ( p < 0.000), narrative language ( p < 0.01) and social connection ( p < 0.01), with children in the play-based curriculum school having significantly higher scores in play, narrative language and language and lower scores in social disconnection.

Implications

Children from low SES areas begin school at risk of failure as skills in play, language and social skills are delayed. The school experience increases children's skills, with children in the play-based curriculum showing significant improvements in all areas assessed. It is argued that a play-based curriculum meets children's developmental and learning needs more effectively. More research is needed to replicate these results.
Early Childhood Professionals and Interprofessional Work in Integrated Early Childhood Services in Australia
Authors: Wong Sandie , Sumsion Jennifer , Press Frances
Published: March 2019

A GROWING BODY OF LITERATURE argues that integrated services, where a range of professionals including early childhood professionals work together in teams, offer a potentially highly effective strategy for providing families with access to a range of services in a seamless ‘joined-up’ way. Some have cautioned, however, that early childhood pedagogy and professionals within such hybrid services are in danger of being marginalised. Despite the growing literature suggesting strategies for supporting interprofessional teamwork in integrated services, there are relatively few empirical studies of how such teams operate in practice in Australian contexts. This paper reports on findings from a project funded by the Professional Support Coordinators Alliance (PSCA), that investigated, through a survey ( n = 25) and case studies ( n = 10), the experiences of professionals in integrated services across Australia and their perspectives on factors that contribute to the success of these services and to interprofessional working. The findings indicate that the early childhood professionals who participated in the study are generally optimistic about these services and about working in interprofessional teams.