bluuebunny/crossref_metadata_2025 huggingface dataset:
Preferences of First-Time Expectant Mothers for Care of their Child: ‘I Wouldn't Leave them Somewhere that Made Me Feel Insecure’
Authors: Boyd Wendy , Thorpe Karen , Tayler Collette
Published: March 2019

AUSTRALIA HAS WITNESSED A continual increase in maternal employment over the past two decades, which places focus on both supply of childcare 1 and a demand for high-quality care. This study examined childcare preferences regarding the return to paid work of 124 Australian women who were expecting their first child. In contrast with most studies that have retrospective designs, the design of this study presents the perspectives of women prior to the birth of their first child—that is, before they have made a final decision about child care. This study found that the majority (78 per cent) of the women intended to re-commence work within the 12 months after the birth of their child. There were two factors that were the most salient features in their decision making—the quality of care and the personal satisfaction of engaging in paid work. The findings suggest that family-friendly employment practices and access to secure, high-quality child care are key to women's secure participation in the paid workforce.

1 ‘Childcare’ in this article refers to care in a formal childcare setting. ‘Child care’ refers to care for the child.
Examining Parental and Staff Perceptions of Childcare Service Quality across Competing Business Structures
Authors: Weaven Scott , Grace Debra
Published: March 2019

THIS ARTICLE EXPLORES PARANTAL and childcare staff perceptions of quality across alternative childcare governance structures in Australia. A total of 21 childcare staff currently working within both ‘non-profit’ and ‘for-profit’ long day care centres were interviewed. In addition, 20 interviews with parents of children attending community-based, independent-private and corporate chain centres were conducted. Significant differences between the quality perceptions of parent and staff cohorts were found. In addition, inter-group differences were also observed. The results tentatively suggest that both parents and staff attach importance to both structural (regulated and flexible) and procedural elements of childcare service delivery—although parental age and caregiver experience appear to moderate the levels of importance assigned to identified quality dimensions.
Chinese Children's Understanding of Death
Authors: Wong Mun
Published: March 2019

THIS PAPER INVESTIGATES YOUNG children's understanding of death. Research on this topic among preschool children is limited, especially in the context of Chinese culture. A total of 26 young children aged five to six years, drawn from two classes at a preschool in Hong Kong, participated in the study. In documenting children's views on death, this study contributes to an understanding of death education in a preschool context, and explores possible ways of helping children to cope with the associated emotions. Through the use of open-ended measures, the children were asked to describe their experiences and views related to death. The children's conceptions could be grouped into four themes:

1. causality

2. emotional reaction

3. death-related sociocultural practices

4. character status.

Finally, the various factors that contribute to children's understanding of death and use of coping strategies are discussed.
Family Day Care is for Normal Kids: Facilitators and Barriers to the Inclusion of Children with Disabilities in Family Day Care
Authors: Wong Sandie , Cumming Tamara
Published: March 2019

RESEARCH ON THE INCLUSION of children with disabilities in mainstream early childhood settings suggests that inclusion has potential benefits both for children with disabilities and their peers. Family day care (FDC) is one form of mainstream early childhood setting that can potentially benefit children with disabilities, which has been under-researched. This paper reports on a study that explored barriers and facilitators to the inclusion of children with disabilities in FDC. The multi-method study gathered perceptions about factors that support and inhibit inclusion of children with disabilities in FDC, from 39 staff and 54 carers from 12 FDC schemes in the Sydney area. Findings related to five areas, including the (1) child, (2) families, (3) carers, (4) schemes, and (5) sociopolitical context, are reported and discussed. Implications for supporting the inclusion of children in FDC are drawn.
Early Childhood Teachers' Understandings of and Provision for Quality
Authors: Logan Helen , Sumsion Jennifer
Published: March 2019

IT IS WELL ESTABLISHED THAT high-quality early childhood education and care (ECEC) enhance children's wellbeing and development and have social and economic benefits. Yet quality is a contested term that is understood differently and used in diverse ways for a range of purposes. This paper reports on a study that investigated a) how six early childhood teachers working in long day care services understood and made provision for quality, and b) their perspectives on how quality was understood and provided for in their services. An in-depth interview was conducted with each teacher. Data analysis was informed by Cleveland and Krashinksy's (2005) tangible and less tangible aspects of quality and Goodfellow's (2003) hidden dimensions of professional practice. The paper highlights the potential use of metaphor to illuminate less tangible aspects of quality, particularly those associated with professional practice and policy making.
Exploring Engagement at ArtPlay: What Factors Influence the Engagement of Children and Families in an Artist-Led Community-Based Workshop?
Authors: Brown Robert , Andersen Jennifer , Weatherald Heidi
Published: March 2019

THE IMPORTANCE OF THE ARTS to the creative, cultural and social development of children is increasingly acknowledged. In recognition of this, ArtPlay was established in 2005 by the City of Melbourne. Open to children aged three to 12 years, the facility provides a wide range of artist-led programs that serve a broad community, including parents and teachers. While institutions such as ArtPlay are emerging in response to a growing community demand, there has yet to be significant and sustained research into processes and outcomes of such organisations.

This paper reports on a three-year Australia Research Council-funded research project (2007–2009) that has been designed to identify, map and evidence the practices of ArtPlay in relation to engagement, learning and cultural citizenship. Through reference to the responses of children, families and artists to one key ArtPlay program, Pocketfool for preschoolers, this paper explores the question: What factors influence the engagement of children and families in an artist-led community-based workshop?
Children's Transition to School: Voices of Bangladeshi Parents in Sydney, Australia
Authors: Sanagavarapu Prathyusha
Published: March 2019

THE STUDY ON WHICH this paper is based explored Bangladeshi parents' perceptions of children's transition to school. The paper reports on the data obtained from interviews with 10 parents living in Sydney, Australia, on their children's experiences when beginning school. According to the parents, friendships with peers who share a similar cultural or linguistic background and support from school teachers facilitated their children's positive adjustments to school, whereas limited or lack of proficiency in English conversational skills hampered a few of their children's adjustments to school. Parents also outlined the role of families, school teachers, and educators in childcare settings in enabling Bangladeshi children's smooth transition to school.

A noteworthy finding of this study was that language barriers precluded many Bangladeshi parents from accessing information on school curriculum and transition to school and from collaborating with school teachers. The language barriers also hindered a few children's smooth transition to school. The implications of this study are that educators need to be sensitive to and address the linguistic issues that impact on Bangladeshi children and their families in making a smooth transition to school.
Working Together for Toby: Early Childhood Student Teachers Engaging in Collaborative Problem-Based Learning around Child Abuse and Neglect
Authors: Farrell Ann , Walsh Kerryann
Published: March 2019

EARLY CHILDHOOD TEACHER EDUCATION programs have a responsibility, amongst many, to prepare teachers for decision making on real world issues, such as child abuse and neglect. Their repertoire of skills can be enhanced by engaging with others, either face-to-face or online, in authentic problem-based learning. This paper draws on a study of early childhood student teachers who engaged in an authentic learning experience, which was to consider and to suggest how they would act upon a real-life case of child abuse encountered in an early childhood classroom in Queensland. This was the case of Toby (a pseudonym), who was suspected of being physically abused at home. Students drew upon relevant legislation, policy and resource materials to tackle Toby's case. The paper provides evidence of students grappling with the complexity of a child abuse case and establishing, through collaboration with others, a proactive course of action. The paper has a dual focus. First, it discusses the pedagogical context in which early childhood student teachers deal with issues of child abuse and neglect in the course of their teacher education program. Second, it examines evidence of students engaging in collaborative problem solving around issues of child abuse and neglect and teachers' responsibilities, both legal and professional, to the children and families they work with. Early childhood policy-makers, practitioners and teacher educators are challenged to consider how early childhood teachers are best equipped to deal with child protection and early intervention.
Friendship, Exclusion and Power: A Study of Two South Australian Schools with New Arrivals Programs
Authors: Riggs Damien W. , Due Clemence
Published: March 2019

YOUNG PEOPLE WHO HAVE RECENTLY arrived in Australia face considerable challenges in making connections to their new community. While starting school can provide opportunities to make such connections, it may in reality also serve to reinforce perceptions or experiences of social exclusion perpetuated within the broader Australian society. Drawing upon focus group data collected from two South Australian primary schools that have a New Arrivals Programme, this paper outlines the relative infrequency with which friendships between Australian-born and refugee or migrant children occurred, and explores some of the reasons behind this. The findings also highlight the different attributions the two groups of students made for forming friendships, and explores the implications of this for social inclusion. The paper concludes by suggesting the need for ongoing examinations of how newly arrived students are engaged within primary schools, and how terms for inclusion are framed.
Culture-Switching in Different Worlds: Young Children's Transition Experiences
Authors: Fluckiger Beverly
Published: March 2019

THE CONSTRUCTS OF ‘THREE WORLDS’ and culture-switching were developed during a longitudinal study of the literacy experiences of a small group of culturally diverse children in Australia who encountered differing social and cultural contexts as they were transitioning from preschool to Year 1. Drawing on sociocultural perspectives and using a case study design, the report examines the ways in which five children negotiated culture, literacy, and schooling at home and in the classroom. The study establishes sufficient evidential warrant for further investigation into the nature and dimensions of world-building and culture-switching that seemingly characterise such literacy experiences. It may also provide insights for teachers of young, culturally diverse children starting school.
The Postmodern Curriculum: Making Space for Historically and Politically Situated Understandings
Authors: Pacini-Ketchabaw Veronica , Pence Alan
Published: March 2019

BY ENGAGING POSTSTRUCTURAL, postmodern and indigenous lenses, this article explores challenges associated with recently developed ‘postmodern’ early childhood education curricula. The authors propose that curricula should not be seen as neutral, but rather as historically and politically situated documents that require dynamic and critical engagements from educators. We situate our analysis within Canada.
Technological Funds of Knowledge in Children's Play: Implications for Early Childhood Educators
Authors: Mawson Brent
Published: March 2019

THE TECHNOLOGICAL KNOWLEDGE THE children bring with them into early childhood settings is not well documented or understood. This article discusses the technological knowledge and understanding of the nature of technology present within children's collaborative play in two New Zealand early childhood settings.

The children incorporated a wide range of technological knowledge and understandings in their collaborative play they brought from their out-of-centre experiences. These elements are described in terms of the strands of the New Zealand Technology Curriculum. The discussion then focuses on the implications for early childhood educators' knowledge in this domain area and offers some possible avenues of interest that might profitably be explored within an early childhood program.
Choices and Changes in Early Childhood Education in Australia: A ‘Play School’ Perspective
Authors: Harrison Cathie
Published: March 2019

EARLY CHILDHOOD EDUCATION IN Australia is currently undergoing a period of change and renewal. Times of change offer opportunities to revisit the perspectives of the past, to respond to current choices and challenges, and explore future opportunities within the national provision of early childhood care and education. Such opportunities also exist for the longstanding Australian television program for young children—Play School. This paper explores Play School's historical foundations and the responses made to changing perspectives in early childhood education both within Australia and beyond. It provides early childhood educators with the rationale for the choices and changes within the program and offers the opportunity to take a closer look at Play School's responses to contemporary perspectives and current and future challenges in early childhood care and education in Australia.
Environmentalising Early Childhood Education Curriculum through Pedagogies of Play
Authors: Edwards Susan , Cutter-Mackenzie Amy
Published: March 2019

IN RECENT YEARS THE CONCEPT of child-centred play as an informant to the early childhood curriculum has been critiqued as an insufficient pedagogical approach for supporting children's knowledge development. Running in parallel with these criticisms has been the emerging importance of environmental education in early childhood curriculum. A key aspect of early childhood environmental education involves children experiencing and acquiring various environmental concepts. This paper reports the findings from a project aimed at examining play-based learning and the way different types of play can be used as a pedagogical basis for supporting children's learning in early childhood environmental education. The arguments about play-based learning and the role of environmental education in early childhood curriculum are framed in relation to the newly released Australian Early Years Learning Framework.
My Favourite Book! Young Aboriginal Children's Book Choices
Authors: Hill Susan , Glover Anne , Colbung Michael
Published: March 2019

THIS STUDY INTO THE READING patterns and choices of three- to six-year old Aboriginal children revealed that children chose books that promoted social interactions between family members and wider social networks. Books selected most often promoted child agency and problem solving with a cause-effect narrative structure, rather than books of lists and descriptive captions. The children's fathers were actively involved in contributing to their family's literacy development and often read aloud to multi-age groups of children in the home. The study revealed that most families had few children's books in the home and that access to children's books was limited, while also demonstrating the appeal of good-quality children's literature in generating numerous re-readings of favourite books.
Who Wants to Work in Child Care?: Pre-Service Early Childhood Teachers' Consideration of Work in the Childcare Sector
Authors: Thorpe Karen , Ailwood Jo , Brownlee Jo , Boyd Wendy
Published: March 2019

AUSTRALIA IS CURRENTLY WITNESSING considerable change in conceptualisation of the role of child care. This is a response to the strong evidence from developmental science that demonstrates the lifelong impact of early experiences. The recent commitment made by the Council of Australian Governments (COAG) (Communiqué, December 2009a) to improved qualifications and quality of those working in child care is a manifestation of this shift and highlights the importance of the childcare workforce. This study focused on the considerations of a third year cohort of B.Ed (EC) preservice teachers (n = 55), about entering the childcare workforce. It examines their willingness to work in child care and identifies barriers and incentives for so doing. Our results indicate that, although attitudes to maternal work and child care were largely positive, few would prefer to work in child care under the current conditions. Key barriers were the pay and work conditions, particularly as they compare to other forms of potential employment. Incentives were the opportunity for leadership, creativity and a commitment to advocate for the rights of children. Those more willing to consider work in child care were distinguished from those less willing by altruism—foregoing personal gain to advocate for improved quality as a child's right.
Parent Users of High-Quality Long Day Care: Informed Consumers of Child Care?
Authors: Fenech Marianne , Harrison Linda , Sumsion Jennifer
Published: March 2019

INHERENT IN THE AUSTRALIAN Government's marketised provision of early childhood education is the assumption that parents are informed consumers of child care who can discern centre quality. Drawing on Sumsion and Goodfellow's (2009) typology of parents as consumers, we explore this assumption through questionnaire findings from a sample of 139 parents whose children were enrolled in high-quality long day care. Findings indicate that parents had considerable knowledge of process aspects of quality, but less understanding of staff attributes, structural elements (particularly ratios and qualifications) and intangible contributors to quality, such as leadership. Parents' responses varied according to demographic profile and centre practices. Findings suggest scope for educators to enhance parents' capacity to drive demand-led quality improvements, and a need for future research to explore parents' values-based as well as knowledge-based understandings of quality in child care.
The Relationship between Symbolic Play and Executive Function in Young Children
Authors: Kelly Rachel , Dissanayake Cheryl , Ihsen Elfriede , Hammond Sabine
Published: March 2019

THE ROLE OF EXECUTIVE FUNCTION, specifically inhibitory control and generativity, in symbolic play was investigated in 20 children aged 48–89 months. Assessment of inhibitory control was via the Sun-Moon Stroop task, and generativity was assessed with the Semantic Fluency task, as well as a new object substitution task which required children to generate as many uses of toys as possible. Symbolic play ability was assessed under both structured conditions, using the Test of Pretend Play (Lewis & Boucher, 1997), and during free play. The results indicated that the ability to inhibit prepotent responses was associated with children's symbolic play skills, even after controlling for mental age. In contrast, generativity scores on both tasks were not correlated with symbolic play, indicating that only some aspects of executive function are implicated in symbolic play. The validity of the tasks used to measure executive function is discussed.
The Inside Story: Looking into Early Childhood Teachers' Support of Children's Scientific Learning
Authors: Edwards Kayte , Loveridge Judith
Published: March 2019

THIS RESEARCH SEEKS TO EXPLORE how early childhood professionals support children's scientific learning from the practitioner's perspective. Taking a qualitative approach, this case study indicates possible ways effective team teaching can support the child's scientific learning as well as other team members' learning and teaching development. While conferring with past research on the importance of teachers having adequate scientific subject knowledge, this study suggests this should also be in relation to the learning community in which the early childhood setting is located. It also calls into question the teachers' understanding of the Nature of Science (NOS), reinforcing the complexity of the issue and possible solutions to increasing early childhood teachers' motivation to support children's scientific learning.
Transition from Long Day Care to Kindergarten: Continuity or Not?
Authors: Barblett Lennie , Barratt-Pugh Caroline , Kilgallon Pam , Maloney Carmel
Published: March 2019

TRANSITION PRACTICES THAT ENSURE continuity between early childhood settings have been shown to be important in assisting children's short-term and long-term growth and development (Vogler, Cravello & Woodhead, 2008). In Western Australia many young children move from and between long day care (LDC) settings to kindergarten. In that state, kindergarten is a non-compulsory sessional program for four-year-olds, conducted on school grounds and administered by the school principal. This paper describes the perceptions and practices of kindergarten teachers concerning transition processes and continuity of experience for the children who had attended long day care centres prior to kindergarten entry. Evidence from the study suggests that, although the majority of teachers considered transition to be important, in practice continuity appeared to range from fragmented to non-existent. Factors that appeared to inhibit effective transition and continuity are identified and a number of questions are raised about ways of ensuring continuity of experience.
Measuring What High-Achieving Students Know and Can do on Entry to School: PIPS 2002–2008
Authors: Wildy Helen , Styles Irene
Published: March 2019

ANECDOTAL EVIDENCE FROM teachers in Western Australia suggested that increasing numbers of on-entry students have been performing at high levels over recent years on the Performance Indicators in Primary Schools Baseline Assessment (PIPS-BLA). This paper reports the results of an investigation into the performance of high-scoring students. Data was analysed using the Rasch measurement model and interactive software (RUMM2030), and standard statistical techniques for the comparison of groups. Results indicated substantial numbers of children performing at high levels on each of the Reading and Mathematics scales (6.80 % and 8.92 %, respectively, according to criteria used for this paper). There have been increases in levels of performance for students in general in 2007 and 2008 relative to 2006. Future data will establish whether these findings constitute a robust trend.
Cybersafety in Early Childhood Education
Authors: Grey Anne
Published: March 2019

FOR CHILDREN GROWING UP in today's world, Information Communication Technologies (ICT) has become a normalised feature of that world. Although ICT offers children wonderful opportunities for learning, it exposes them to risks and dangers unknown to previous generations. This article contends that, as soon as young children begin to engage with cybertechnologies, they should also begin cybersafety education. This should include strategies both to protect the child and to form an understanding of the ethical responsibilities needed for cybercitizenship (Berson & Berson, 2004) when using cybertechnologies. For this education to be effective it is suggested that early childhood centres use a multi-layered approach and work in partnership with parents. This article discusses the potential risks for children and the role of the teacher in cybersafety education.
Korean Children's Cultural Adjustment during Transition to the Early Years of School in Australia
Authors: Millar Ngaire
Published: March 2019

THIS STUDY INVESTIGATED KOREAN children's cultural adjustment during transition to South Australian junior primary school settings. Using case-study methodology to provide a sociocultural perspective, data were collected during interviews with a sample of South Korean international students aged five to eight years, their mothers and teachers. All participants were asked to identify experiences that facilitated or impeded the children's cultural adjustment to school life in Australia. The study found that language difficulties were a major concern for these children in adapting to an Australian education setting. Successful cultural adjustment was found to link to positive interpersonal relationships with peers and teachers and the ability to adapt to Australian classroom teaching methodology. The study identified cultural adjustment issues which may also be relevant to other students from a non-English-speaking background and for teachers of international students.
Child Participation in the Early Years: Challenges for Education
Authors: Theobald Maryanne , Danby Susan , Ailwood Jo
Published: March 2019

THE VIEW THAT CHILDREN should have a say in and participate in the decision making of matters that affect them is now an accepted position when considering research and policy in the early years. This paper reviews the field of child participation in the Australian context to show that, despite growing evidence of support within policy and research arenas, young children's participation rights in Australia have not been key agenda items for early childhood education. While a significant part of children's daily experience takes place in classrooms, the actual practices of engaging young children as participants in everyday activities remains a challenge for early childhood education. Participation is an interactional process that involves managing relationships between children and adults. Recommendations include further research into the daily experiences of young children to show what participation might look like when translated to the everyday activities of the classroom and playground.
‘I'm Making it Different to the Book’: Transmediation in Young Children's Multimodal and Digital Texts
Authors: Mills Kathy
Published: March 2019

YOUNG CHILDREN SHIFT MEANINGS across multiple modes long before they have mastered formal writing skills. In a digital age, children are socialised into a wide range of new digital media conventions in the home, at school, and in community-based settings. This article draws on longitudinal classroom research with a culturally diverse cohort of eight-year-old children, to advance new understandings about children's engagement in transmediation in the context of digital media creation. The author illuminates three key principles of transmediation, using multimodal snapshots of storyboard images, digital movie frames, and online comics. Insights about transmediation are developed through dialogue with the children about their thought processes and intentions for their multimedia creations.
Personal Reflection on Research Process and Tools: Effectiveness, Highlights and Challenges in using the Mosaic Approach
Authors: Greenfield Cheryl
Published: March 2019

THIS REFLECTION ON USING the Mosaic Approach as a framework for undertaking research with young children contributes to the dialogue around qualitative research methodology. The provocation of social constructivist theory challenges researchers to consider and explore innovative ways to position themselves so the multiple voices of children can be heard, valued, respected and listened to. Three underpinning principles are identified and each of the methodological tools used by Greenfield (2007a) is discussed. Trustworthiness or situated validity in research is vital. It is argued that the Mosaic Approach provides an effective, flexible and authentic methodology when undertaking research with young children.
Exploring and Evaluating Levels of Reflection in Preservice Early Childhood Teachers
Authors: Nolan Andrea , Sim Jenny
Published: March 2019

THE PURPOSE OF THIS STUDY is to add to the current literature that focuses on approaches to assessing and evaluating reflection. It adds to this literature by developing and trialling a method of assessing reflection occurring in student teachers' reflective tasks. The reflective tasks were taken from a Self-Assessment Manual (SAM) developed specifically for early childhood practitioners and student teachers, and piloted with six early childhood student teachers. Through the application of an adapted version of the Boud, Keogh & Walker (1985) framework (Sim, 2006), six levels of reflection processes learners might experience were identified and responses aligned to these stages. Initial results show this model was able to provide an effective framework for objectively evaluating student teachers' levels of reflection, enabling a defined level of analysis for the assessor. What is also noted is the correlation between the type of reflection task and the reflection level demonstrated in the student teacher responses. Introducing the student teachers to the framework so they can self-assess, in order to deepen their understanding of their own reflection levels, is the next step of the project.
Financial Implications for Parents Working Full Time and Caring for a Child with Chronic Illness
Authors: George Ajesh , Vickers Margaret , Wilkes Lesley , Barton Belinda
Published: March 2019

THE COST OF CARING FOR a child with a chronic illness is a serious concern for parents. Unfortunately, there is limited knowledge about the financial challenges facing fulltime working parents who also care for a child with chronic illness. This paper shares some findings from a large mixed-methods study situated in Australia, and presents data from both qualitative interviews and a national survey which explored the challenges and support needs of such parents.

The findings reveal that parents are not benefiting financially from full-time employment, as one would normally expect. We argue that this is because many are employed in low-paid jobs in direct response to their need for flexibility to undertake their caring responsibilities. As well, while taking lower-paid employment, these parents faced high-cost specialised care for their child. Further, owing to their often unique support arrangements, many of the existing support entitlements available in Australia are not available to them. Full-time working parents who care for a child with chronic illness struggle financially to care for themselves and their child. They are in need of more specific financial support from government to help them balance their dual roles.
What's Really Going On? Parents' Views of Parent Support in three Australian Supported Playgroups
Authors: Jackson Dianne
Published: March 2019

SUPPORTED PLAYGROUPS ARE A dual-focus service model used widely in Australia to provide stimulating early childhood environments for children and support for their parents. This article discusses some of the findings from a recent qualitative doctoral study that explored three supported playgroups in western Sydney. In particular, it articulates what parents experienced as support in this context through the identification and discussion of eight categories of parent support: friendship and social network support; relational support; peer support; emotional support; parenting role support; information and resource support; ‘circle of care’ support; and multidisciplinary support.
Multicultural Education: The Understandings of Preschool Teachers in Singapore
Authors: Karuppiah Nirmala , Berthelsen Donna
Published: March 2019

FOR MULTICULTURAL EDUCATION to be effective, it must be introduced in the early years and reinforced throughout the school years. It is important for teachers of young children to be equipped with the appropriate knowledge, skills and positive attitudes to promote multiculturalism in their classrooms. This paper reports on a survey involving preschool teachers in Singapore who were participating in an in-service training course. The teachers completed a questionnaire to indicate their understandings of multicultural education and their perceptions of its importance in early childhood education. The findings indicated that the teachers endorsed the need for multicultural education in preschools and the importance of children learning tolerance and understanding of other cultures in the Singaporean context. However, while preschool teachers held positive attitudes towards multicultural education, there was limited understanding of the challenges in implementing an anti-bias teaching and curriculum approach. The implications of these findings for preschool teacher education programs in Singapore and in other countries focus on supporting teachers in developing more critical and deeper understandings of multiculturalism.
Australian Family Day Care Educators: A Snapshot of their Qualifications, Training and Perceived Support
Authors: Williamson Lara , Davis Elise , Priest Naomi , Harrison Linda
Published: March 2019

Introduction

Although the family day care workforce has changed over the past decade in response to evolving childcare regulations and accreditation requirements, there is little research on family day care educators in Australia. The aim of this study was to describe characteristics of Australian family day care educators, including their qualifications, professional training, characteristics of the children they care for, and connections to their family day care scheme and community organisations.

Methods

Secondary data analysis was conducted using cross-sectional data from Wave Two of the Longitudinal Study of Australian Children (LSAC) Birth Cohort. Data from family day care (FDC) educators were extracted from the mail-out Home-Based Carer (HBC) survey completed by 207 FDC educators (56% response rate). Descriptive statistics were used to profile demographics and qualifications of FDC educators, their scheme and community connections, and the characteristics of children in their care.

Results

More than half of the FDC educators did not have qualifications specific to early childhood; 28 per cent of educators were currently studying in the area; and a quarter were qualified. One-third of educators were caring for at least one child with a disability or developmental delay, 27 per cent were looking after children from non-English speaking backgrounds, and 16 per cent were looking after children from Aboriginal or Torres Strait Islander backgrounds. Most FDC educators reported a high level of connection with their coordinating scheme (89%) but that assistance from other organisations such as schools, preschools or childcare centres was rare.

Discussion

The results from this study reflect the movement in FDC towards gaining formal qualifications. Given that many educators were caring for children from culturally and linguistically diverse backgrounds and had special needs, tailored support is needed to build their knowledge, skills and confidence to ensure inclusive care provision. Isolation of FDC educators from the wider community and other child-centred organisations highlights potential to develop connections outside of FDC to facilitate professional development and support.
Play-Based Learning and Intentional Teaching in Early Childhood Contexts
Authors: Thomas Louise , Warren Elizabeth , deVries Eva
Published: March 2019

THIS PAPER REPORTS ON an analysis of teachers' talk of play-based learning and intentional teaching of mathematics. The participants in the study were two early childhood teachers in a pre-Prep program (the year before school). Teachers' talk of how they engaged in the interplay between children's play and the use of intentional teaching practices to introduce mathematics concepts formed the data set to be analysed. Conversational interviews and stimulated recall were used to gather data.

A poststructural analysis of the teachers' talk suggests that socially and culturally constructed ways of being an early childhood teacher are both enabled and constrained by discourses of play and intentional teaching.
An Online Educational Program for Parents of Preschool-Aged Children: Is it Useable and Functional?
Authors: Jones Rachel
Published: March 2019

THE AIM OF THIS PAPER was to determine the useability and functionality of a healthy lifestyles online educational resource for parents of preschool children. Five experts and 17 parents of preschool children participated in the evaluation. Participants were asked questions about the content and navigational aspects, the mediated forums and the innovative activities. Parents engaged in a focus-group discussion about these components. Participants suggested that the program was clear and consistent, the text font and colour easily read and the graphics aesthetically attractive; however, the technical language used throughout, some navigational aspects and the layout of pages needed to be modified. This is the first study to evaluate the useability and functionality of an online educational program for parents of preschool children and highlighted three critical components of the program that need to be modified prior to subsequent pilot and full-scale efficacy and effectiveness trials.
How Design of the Physical Environment Impacts on Early Learning: Educators' and Parents' Perspectives
Authors: Berris Rebecca , Miller Evonne
Published: March 2019

THIS RESEARCH EXPLORES THE quality and importance of the physical environment of two early learning centres on the Sunshine Coast in Queensland, utilising qualitative interviews with parents (n = 4) and educators (n = 4) to understand how design might impact on children's development and a quantitative rating (the Early Childhood Physical Environment Rating Scale; ECPERS) to assess the quality of the physical built environment and infrastructure. With an average ECPERS quality rating, thematic analysis of the interviews revealed that educators and parents viewed the physical environment as important to a child's development, although the quality of staff was predominant. Early learning centres should be ‘homely’, inviting, bright and linked to the outdoors, with participants describing how space ‘welcomes the child, makes them feel safe and encourages learning’. Four key themes characterised views: Emotional Connection (quality of staff and physical environment), Experiencing Design (impact of design on child development), Hub for Community Integration (relationships and resources) and Future Vision (ideal physical environment, technology and ratings). With participants often struggling to clearly articulate their thoughts on design issues, a collaborative and jargon-free approach to designing space is required. These findings will help facilitate discussion about the role and design of the physical environment in early childhood centres, with the tangible examples of ‘ideal space’ enhancing communication between architects and educators about how best to design and reconfigure space to enhance learning outcomes.
Response to Taylor: The Full Picture of the Sexualisation of Children Debate
Authors: Rush Emma
Published: March 2019

IN HER REVIEW AND REFRAMING of ‘the Australian public media debate over the sexualisation of children in the media’, Affrica Taylor claims that ‘loss of innocence is the fundamental concern’, and portrays the debate as simply a ‘moral panic’ characteristic of the history of introductions of new media to children (2010, p. 48, p. 52, p. 49). While Taylor is correct to identify and critique concerns about ‘loss of innocence’ as part of the public media debate, the debate can only be reduced to such concerns by misrepresenting or leaving aside logically independent sources of concern. Hence, Taylor provides an inadequate view of the debate to early childhood professionals who are aware of and concerned about the sexualisation of children but not necessarily familiar with the full depth of discussion on the topic. I introduce the public policy debate over the sexualisation of children, which is based on both research evidence and expert opinion from those working in the areas of children's health and welfare. This debate exists both beyond and entwined with the media debate. Attention to the policy-relevant literature reveals that Taylor's reframing significantly distorts the full range of issues raised by the corporate-led sexualisation of children along three major axes. First, while post-structuralist attention to micropolitics is important, it does not render appropriate attention to macropolitics redundant. Second, stereotypical, rather than age-inappropriate, sexuality is the primary focus in the debate over the sexualisation of children. Third, child health, wellbeing and safety are the driving concerns for professionals and policy-makers.
Fathers' Perceptions of Rough-and-Tumble Play: Implications for Early Childhood Services
Authors: Fletcher Richard , May Chris , George Jennifer St , Morgan Philip J , Lubans David R
Published: March 2019

FATHER–CHILD PLAY THAT is physical, vigorous and highly stimulating and that simulates fighting (rough-and-tumble play [RTP]) has been suggested as a key aspect of male parenting that is important for child development. Evidence from animal studies suggests that RTP can stimulate brain development in juveniles leading to improved cognitive performance. However, RTP in humans has only recently been investigated and fathers' views of RTP have not been identified. Following a weight-loss program involving fathers, their children and RTP, semi-structured interviews were held with 16 fathers. Most fathers identified the active, physical, competitive games within RTP as enhancing the father–child relationship and benefiting their child's development. Allowing the child to win, by the fathers' self-handicapping in the competitive bouts, was not only recognised as enjoyable, especially to the child, but as strengthening the bond between father and child. Fathers also felt that defeating the child occasionally was important and appropriate for the child's healthy social and psychological development. Similarly, risk was seen not only in terms of immediate injury but also as something for the child to learn in order to become competent as an adult. Implications of this research for early childhood professionals' encouragement of physical activity through their teaching role and while educating parents are discussed.
‘What Happened to the Babies?’ Disadvantage and Advantage across 18 Years
Authors: Taylor Janet
Published: March 2019

WHAT HAPPENS TO INFANTS who are disadvantaged (or advantaged)? Is their fate really determined in the first few years of life? These are questions for longitudinal research. The Brotherhood of St Laurence's longitudinal Life Chances Study commenced in 1990 as a study of children born in Melbourne that year. The study has now followed a group of 140 young people over 18 years. This paper explores the situations at age 18 of the young people who were identified as the 10 ‘most disadvantaged’ and the 10 ‘most advantaged’ infants at the start of the study.
Teacher Design of Technology for Emergent Literacy: An Explorative Feasibility Study
Authors: McKenney Susan , Voogt Joke
Published: March 2019

THE ACTIVE PARTICIPATION OF teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for emergent literacy. Data was collected to explore the design and implementation of the learning environment. The main findings from the design study are that scaffolding teacher design takes mammoth effort; appears to contribute to teacher learning; yields usable products and ownership, both of which seem to contribute to classroom implementation, but also yields products whose subject matter quality is questionable. The pre-post test data from the implementation study indicates that all children working with the intervention exhibited significant learning gains. Based on the findings, it is hypothesised that the high degree of teacher ownership which stems from designing classroom materials positively influences integration of on-computer activities with off-computer classroom activities, and that a high level of integration yields positive influence on pupil learning about the functions of written language. This rich but small-scale study points to the need for more refined understanding of the gap between what teachers have already mastered and what they can achieve when provided with support, when engaging in technology-rich classroom innovation. We therefore call for innovation design to not only meet learner needs, but also to fit explicitly within a teacher's ‘technological zone of proximal development’.
Teacher Beliefs and Practices of Kindergarten Teachers in Hong Kong
Authors: Leung Chi-hung
Published: March 2019

A KEY EDUCATIONAL REFORM PROPOSAL made in 2000 is to build a new culture for quality early childhood education through upgrading professional competence. Teachers are an important element of high-quality, developmentally appropriate early childhood programs. The Teacher Beliefs and Practices Survey (TBS) based on 2009 NAEYC Developmentally Appropriate Practice (DAP) guidelines was used to measure kindergarten teachers' beliefs and practices in Hong Kong. Confirmatory Factor Analysis (CFA) is used to validate the survey for the Hong Kong sample. Findings indicated that the three-factor model of TBS and four-factor model of Instructional Activities Scale (IAS) were fitted to measure Hong Kong samples. Quality of early childhood education has been enhanced with the strong agreement of appropriate teaching beliefs and practices among kindergartens teachers in Hong Kong.
Hands-on Parent Support in Positive Guidance: Early Childhood Professionals as Mentors
Authors: McFarland-Piazza Laura , Saunders Rachel
Published: March 2019

THIS STUDY REPORTS FINDING from a follow-up study involving mothers and early childhood professionals who completed participation in a 12-week, hands-on parent education program in the United States. In this program, mothers learned about positive guidance in a weekly seminar, and additionally practised implementing positive guidance in an early childhood classroom with the support of an early childhood professional. After the program ended, 10 mothers and six early childhood professionals completed an online survey about their experiences of, and perspectives on, the role of the early childhood professional as a support resource for parents in positive guidance. Responses were analysed using the constant comparative method. Themes of ‘guidance in action’, ‘home and classroom environment’ and ‘relationships’ emerged from the data.
The Advocacy of Educators: Perspectives from Early Childhood
Authors: Mevawalla Zinnia , Hadley Fay
Published: March 2019

THIS ARTICLE INVESTIGATES EARLY childhood educators' perceptions of advocacy in raising the professional status with multiple stakeholders in diverse contexts. The article reports on findings from a phenomenological study investigating the perceptions of 12 educators working full time in long-daycare settings across Sydney, New South Wales (NSW), Australia. Findings revealed that participants were ambivalent towards power, as they perceived themselves to be influential within internal workplace settings yet felt raising the professional status to be the responsibility of senior stakeholders in wider sociopolitical contexts. Recommendations for the prospective utilisation of advocacy, and implications for supplementary research are relayed.