bluuebunny/crossref_metadata_2025 huggingface dataset:
A Fine Balance: Understanding the Roles Educators and Children Play as Intentional Teachers and Intentional Learners within the Early Years Learning Framework
Authors: Leggett Nicole , Ford Margot
Published: March 2019

THE AUSTRALIAN EARLY YEARS LEARNING FRAMEWORK (EYLF) has foregrounded intentional teaching as one aspect of its first national curriculum, thus sparking a debate about the relationship of play-based learning and the role of the early childhood educator. This paper draws upon current research with early childhood practitioners and their emerging identities as intentional teachers. Central to practitioners' struggles is navigating relationships between intentionality, required documentation in the form of outcomes, and the different approaches encountered during outdoor and indoor environments. This paper analyses tensions between the construction of curriculum and the role of educators. It argues that a focus on intentional learning, as well as intentional teaching, will create a more effective treatment of the teaching/learning nexus.
A Trinity of Saviours—Parent, Teacher and Child: Human Capital Theory and Early Childhood Education in New Zealand
Authors: Stuart Margaret
Published: March 2019

THERE IS A CONTEMPORARY trinity, of mother, child and teacher, who together ‘grow’ both the present and future workers of the national economy. Economic truths assert that mothers can best meet their young child's needs by being in the workplace, while entrusting her child to a skilled educator. Human Capital Theory discourse has penetrated the lives of our youngest citizens. Human Capital theorists maintain that state investments in early childhood education will be cost effective; will pay long-term economic dividends.
Documenting the Transition Experiences of Children, Families and Staff through the Relocation and Integration of Two Australian Early Childhood Services
Authors: McFarland-Piazza Laura , Allen Sydnye , Webb Rachael
Published: March 2019

THIS EXPLORATORY STUDY EXAMINES the transition experiences of children, families, and staff at two early childhood services in regional Australia, as they merge into an integrated early childhood service. A qualitative methodology was used and data were collected from open-ended surveys distributed to early childhood staff (5) and families (13) three months after the transition. Families indicated that early preparation, via social stories and orientation activities, helped facilitate smooth transitions for their children and themselves. Early childhood staff indicated challenges with a new location and a lack of infrastructure to support integration. Directors expressed positive attitudes about the integration process, but indicated that the lack of leadership and policy to guide the integration process was an impediment. Results point to the need for stronger support of early childhood staff during transition, and the importance of strong leadership, infrastructure and policy to facilitate integration of early childhood services.
The Rise of Government in Early Childhood Education and Care following the Child Care Act 1972: The Lasting Legacy of the 1990s in Setting the Reform Agenda for ECEC in Australia
Authors: Irvine Susan , Farrell Ann
Published: March 2019

LESS THAN 20 YEARS on from the proclamation of the Child Care Act 1972, and introduction of funding for not-for-profit childcare centres, a series of market-driven public policies paved the way for the emergence of Australia's current ECEC quasi-market. Seeking to respond to increasing demand for work-related child care in the 1990s, and to manage associated costs, a succession of Australian governments turned to market theory and New Public Management (NPM) principles to inform ECEC policy. Reflecting on an era of high policy activity within ECEC, this paper examines a series of policy events and texts that set the course for the reform agenda that was to ensue in ECEC.
‘Herstories’: Using an Historical Lens to Examine Continuities and Changes in Early Childhood Teacher Education
Authors: Whitehead Kay , Krieg Susan
Published: March 2019

THIS ARTICLE SITUATES THE Child Care Act (1972) in a broader account of early childhood education and care, teacher education and the dynamics of inequality over the past century. Our specific focus is the preparation of early childhood educators to work with ‘other people's children’ (Delpit, 2006) both historically and in contemporary times. We describe Marjorie Hubbe's studies at the Adelaide Kindergarten Training College from 1911–13 before exploring the raft of policy decisions in the 1970s which have led to the current integration of early childhood education and care in Australia. The impact of these changes is highlighted in our discussion of ‘Joanne's' preparation to teach other people's children in the twenty-first century.
Science Learning Affordances in Preschool Environments
Authors: Fleer Marilyn , Gomes Judith , March Sue
Published: March 2019

THIS PAPER REPORTS ON the findings of a study into the perceived everyday science practices occurring within an early childhood centre in a southern part of Australia. In drawing upon cultural-historical theory, the study maps the possibilities for everyday science learning through photographic documentation (n = 223) and through undertaking a science walk with an early childhood teacher in order to establish how the environment was perceived for creating opportunities for science learning (planned or otherwise). The results foreground: science within the constant traditional areas within the preschool, building science infrastructure into the centre, and using science in everyday life in the centre. The findings show the importance of a sciencing attitude on the part of the teacher for affording meaningful science learning for preschool children.
Are We Experts?: Perspectives of Korean Teachers on their Careers in Infant and Toddler Care
Authors: Park Soyeon , Wee Su-Jeong , Yang Sungeun
Published: March 2019

THE PRESENT STUDY INVESTIGATES how Korean infant/toddler teachers define their role in centre-based childcare settings and how their attitudes and perspectives influence their professional identities and relationships with parents. The study utilised the interpretive science paradigm and individual interviews for data collection, and the qualitative data analysis method explored the experiences of 19 infant/toddler teachers. Participants defined their role as ‘teacher as mother’ and placed more emphasis on nurturing than educating despite their acknowledgement of the importance of the educational aspects of centre-based care. The consensus among infant/toddler teachers that it is best for mothers to care for children at home derives from 1) teachers' consideration of infants/toddlers' developmental characteristics, and 2) the limitations of centre-based programs to fulfill the developmental needs of infants and toddlers. This perspective affects their sense of professionalism and job satisfaction and can lower the quality of overall infant and toddler care.
Kindergarten Children's Introduction to Sustainability through Transformative, Experiential Nature Play
Authors: Haas Chris , Ashman Greg
Published: March 2019

IN TASMANIA, KINDERGARTEN IS part of the Department of Education and is available to all children who have turned four at the beginning of the year. The focus of this article is the development of global citizenship within the kindergarten setting through the implementation of the learning emphases of Global Education (GE). The particular emphasis selected is sustainability education. This paper explores ways through which nature play and concepts of sustainability are central to and can be developed and actioned by young learners in their journey to becoming global citizens. This paper outlines the case for implementing global education in the early years, followed by a focus on those values and pedagogies for kindergarten-aged children that link nature play with sustainability. Practical examples of successful pedagogy are presented, followed by recommendations for teachers for achieving the goals of increased contact with the natural world in early childhood education.
Exploring how Adults who Work with Young Children Conceptualise Sustainability and Describe their Practice Initiatives
Authors: Hill Allen , Emery Sherridan , Nailon Di , Dyment Janet , Getenet Seyum , McCrea Nadine , Davis Julie M
Published: March 2019

THE DEVELOPMENT OF EARLY Childhood Education for Sustainability (ECEfS) practices with young children from birth to eight years is an emerging area in academic and professional literature. ECEfS practices reflect growing awareness of the imperative for twenty-first century societies to respond to the pressures of unsustainable patterns of living. This article contributes to the growing area of ECEfS research by exploring sustainability conceptualisations and practice initiatives as reported by early childhood teachers, educators, pre-service educators and parents in Tasmania. We do this by analysing data collected from participants who attended ECEfS professional learning workshops, entitled Living and learning about sustainability in the early years. Findings show that environmental (nature/natural) aspects of sustainability dominate these adults' practice initiatives and understandings. While many of the reported educational initiatives are to be celebrated, the authors contend that there is much work to be done to extend thinking and practice beyond the natural/environmental dimension in order to embrace holistic notions of sustainability incorporating social, economic and political dimensions.
Communicating for Quality in School Age Care Services
Authors: Cartmel Jennifer , Grieshaber Susan
Published: March 2019

SCHOOL AGE CARE (SAC) services have existed in Australia for over 100 years but they have tended to take a back seat when compared with provision for school-aged children and those under school age using early childhood education and care (ECEC) services. Many SAC services are housed in shared premises and many children attending preparatory or preschool use SAC. Reforms introduced by the Australian Government have included a National Quality Standard for school age care (COAG, 2009b). Like the National Quality Standard for early childhood education and care settings (COAG, 2009b), this quality agenda has prompted a greater focus on the ability of services to provide environments that support the wellbeing and development of school age children and meet the quality standards. SAC is one of the fastest growing ECEC services provided for children and families (DEEWR, 2013). This article makes the case that skilful communication is needed among stakeholders in early education and care settings, schools and SAC in order to provide high-quality services.
When Early Childhood and School Meet: Exploring Potential within Early Childhood–School Relationships
Authors: Henderson Linda
Published: March 2019

RECENT POLICY SHIFTS HAVE re-positioned early childhood within educational processes aimed at fostering coherence for children across the different phrases of education. In turn, this has placed a necessary demand on the early childhood–school relationship, drawing attention to existing tensions within the relationships. This paper explores possibilities for the relationship, drawing on empirical data from a participatory action research project. It does this by bringing to the analysis a Deleuzian theorisation of affect. The aim is to highlight the intensive relational entanglements and their potential for generating new ways of being in relationship. The paper concludes with suggestions for new areas of research into the early childhood–school relationship.
Leadership in Professional Learning Communities
Authors: Thornton Kate , Cherrington Sue
Published: March 2019

PROFESSIONAL LEARNING COMMUNITIES in the early childhood education sector have been under-researched. The focus on collaborative learning, collective enquiry and shared leadership of such communities makes them worthy of study in order to establish their relevance to the sector. One of the foci of this research involving case studies of different models of professional learning communities was leadership. Findings suggested that the actions of the professional leader and the degree of relational trust present have an impact on the effectiveness of the professional learning communities.
Pre-Service Early Childhood Educators' Leadership Development through Reflective Engagement with Experiential Service Learning and Leadership Literature
Authors: Diamond Alexandra
Published: March 2019

THIS STUDY INVESTIGATED WHETHER final-year early childhood education students' aspirations for professional leadership roles, and positive perceptions of themselves as leaders, improved through engagement in a university course requiring reflection on service learning leadership projects, and leadership and advocacy literature.

Before and after surveys found students' leadership self-perceptions and aspirations significantly improved on completing the course. Thematic analysis of students' reflections found initial notions about leadership were narrower, and more focused on positional power and stereotypically male capabilities than at the end of the course. Improved leadership self-perceptions and aspirations arose from leadership self-audits, participation in service learning (in which students practised leadership skills, challenged themselves, wrestled with difficulties, and discussed progress and strategies with other stakeholders), reflection on their current and aspirational leadership capabilities, and utilisation of leadership and advocacy literature to inform actions and reflections. Findings suggest these combined elements can support early childhood leadership development.
A Study of Pre-Kindergarten Teachers' Knowledge about Children's Mathematical Thinking
Authors: Lee Jae-Eun
Published: March 2019

WITHIN THE CURRENT ERA of educational reform, greater numbers of early childhood teachers have become engaged in teaching mathematics curricula that require teachers to have a deep understanding of children's mathematical thinking. The purpose of this study is to examine how pre-kindergarten teachers in the United States (US) notice and interpret children's mathematical thinking. To address teacher knowledge of children's mathematical thinking, a qualitative case study was conducted. The sources of data include classroom observation and post-observation interviews with each teacher. The results indicate that these teachers varied in their level of noticing and attending to students' mathematical thinking. Although some teachers could successfully engage their students' mathematical thinking, the extent to which they interpreted that thinking was different.
Teachers' Beliefs and Perceptions of Quality Preschool Education in Bangladesh: A Postcolonial Analysis
Authors: Banu Mahmuda Shaila
Published: March 2019

TEACHERS IN PRESCHOOLS CAN play a significant role in fostering quality preschool education as they are influential people in children's educational lives. Their beliefs and perceptions of quality teaching approaches can work as an effective resource in preschools. Moreover, their ideas and views about curriculum, content and pedagogy have impact on their classroom teaching practices in preschools as their beliefs influence their attitudes, thoughts, judgements and behaviour towards children in their classrooms. Therefore, this paper attempts to explore teachers' beliefs and perceptions of quality preschool education in Bangladesh and argues to bring about changes in their views for the holistic development of children. This study has applied a qualitative research method with nine teachers from three preschools in Bangladesh participating. Using a post-colonial discursive framework, it found that teachers of preschools in Bangladesh still believe in textbook-based techniques and rote-learning methods where children are perceived only as recipients.
From Forest Preschool to Bush Kinder: An Inspirational Approach to Preschool Provision in Australia
Authors: Elliott Sue , Chancellor Barbara
Published: March 2019

DRAWING INSPIRATION FROM EUROPEAN forest preschools, Westgarth Kindergarten instigated a Bush Kinder Pilot Program as an innovative response to the Australian Government's universal access directive to provide 15 hours of preschool per week for all four-year-olds. The preschool children at Westgarth Bush Kinder participated in a play-based child-centred program within their local Darebin Parklands each Wednesday with two kindergarten teachers. In total the children attended 12 hours of preschool per week at Westgarth Kindergarten (home kindergarten) and three hours per week at the Bush Kinder. This study examined how the pilot program addressed the vision of the kindergarten community and the efficacy of the service model as a response to the universal access directive. The positive impacts of the program for children, parents and teachers offer key findings for other kindergarten communities seeking alternative responses to universal access. The Westgarth Bush Kinder Pilot Program exceeded the expectations of all involved; the right people, in the right place, at the right time inspired this unique response.
Supported Playgroups in Schools: What Matters for Caregivers and Their Children?
Authors: McLean Karen , Edwards Susan , Colliver Yeshe , Schaper Clare
Published: March 2019

SUPPORTED PLAYGROUPS IN SCHOOLS (SPinS) are playgroups co-located with primary schools that are hosted by a playgroup coordinator. For schools, SPinS are associated with making primary school venues more accessible to the local community. While research shows that caregivers do value supported playgroups, little research has investigated which elements of playgroups contribute to this assessment. This paper reports on research examining caregiver descriptions of significant elements of SPinS for caregivers and their families. Drawing on ecological systems theory, the paper defines SPinS as a ‘setting’ associated with the microsystem of caregiver development. Three main elements of the microsystem were identified as being significant. These were the elements of location, provision of activities, and the role of SPinS in enabling caregiver understanding about children's learning and development. The findings indicated that caregivers attending SPinS valued the social connections with schools that are associated with belonging to the school community.
Pausing for Learning: Responsive Engagement in Mathematics Activities in early Childhood Settings
Authors: Cohrssen Caroline , Church Amelia , Tayler Collette
Published: March 2019

THE IMPORTANCE OF RESPONSIVE engagement in early childhood education and care (ECEC) is well established and is a fundamental tenet of framework documents that guide early childhood practice in Australia. How to achieve this responsivity in practice is less established and often not detailed in professional resources available to early childhood educators. This paper presents detailed transcripts of interactions between children and teachers during play-based mathematics activities in different early childhood education settings in Melbourne, Australia. Extracts from transcriptions of interactions during the activities demonstrate that, when educators paused prior to responding to children, or after children had responded, their contingent responses were more sensitively attuned to the children's contributions. Attuned responses following a pause facilitated higher quality emotional support. This evidence demonstrates the importance of pausing to promote relationships that are responsive and respectful, and that enable children to engage in learning.
Why Mothers Attend Playgroup
Authors: Harman Bronwyn , Guilfoyle Andrew , O'Connor Moira
Published: March 2019

WHILE IT IS GENERALLY RECOGNISED that early childhood programs play an important role in increasing positive outcomes for children, families and society, there is very little research on the Australian playgroup experience and its role in providing support for mothers and addressing identity issues. The research aimed to fill this gap by asking why mothers attend playgroups and in particular what for them is the role of playgroup in supporting or challenging expectations of motherhood. Methods included one-on-one interviews with 11 mothers, aged 26 to 45 years, within the Perth metropolitan area with varied experiences with playgroups and follow-up focus groups with mothers who shared characteristic contexts or situations. The data showed there are three reasons that influence whether mothers will attend playgroup: to develop a sense of belonging; to seek validation as a mother; and, negative experiences of playgroup. This data is discussed in reference to positive and negative experiences, limitations of the study and future research.
Why is Group Teaching So Important to Chinese Children's Development?
Authors: Hu Bi Ying , Fan Xitao , Sao Leng Ieong Sylvia , Li Kejian
Published: March 2019

THIS EMPIRICAL STUDY ON early childhood education (ECE) in China looks into a randomly selected sample of 91 kindergartens and 178 classrooms providing ECE for children aged three to six in Zhejiang Province. Drawing on internationally established theories on ECE and adopting the Chinese Early Childhood Environment Rating Scale (CECERS), a measurement instrument specially designed for quality assessment of ECE programs for Chinese children, the researchers have sought to find out how important and effective whole-group teaching is as compared with individual, child-centred free play. Some of the findings may appear alarming to ECE scholars in the west, and this phenomenon, as well as the limitations of this study, indicates fruitful avenues for future research.
Thirty-One is a Lot!: Assessing Four-Year-Old Children's Number Knowledge during an Open-Ended Activity
Authors: Pollitt Rachel , Cohrssen Caroline , Church Amelia , Wright Susan
Published: March 2019

IN EARLY CHILDHOOD EDUCATION, formative assessment should be ongoing and include multiple sources of evidence of children's existing knowledge. Children's understanding of mathematical concepts is highly diverse from a very early age, yet practical strategies to assess children's individual understanding are not always child centred and strengths based. This study explores the diverse ways in which 47 four-year-old children at three different early learning centres in metropolitan Melbourne demonstrated their number knowledge while they traced around wooden numerals, drawing and discussing values of quantity. Examples of children's representations of quantity are illustrated, accompanied by extracts of transcribed conversations. Findings demonstrate that this formative assessment strategy, through attuned prompts and skilled inquiry from the teacher, elicits children's complex understanding of number, located in the everyday experiences of their lives. Embedded in play-based activity, this assessment strategy is both engaging for children and highly productive for educators in documenting children's learning.
Early Childhood Teachers' Views towards using Constructivist Internet-Based Environments to Support Children's Learning Activities: A Mixed-Methods Study
Authors: Tzuo Pei-Wen , Toh Lai Poh Emily , Liang Jyh-Chong
Published: March 2019

AS ONLINE TECHNOLOGY HAS become increasingly pervasive in children's lives, this study explores: (1) early childhood teachers' views and preferences for use among the various functions of a Constructivist Internet-Based Environment (CIBE) in early childhood settings; and (2) whether early childhood teachers' technology-related knowledge (ECTTK) can predict their preferences. By employing a mixed-methods study with 168 pre-K teachers in Singapore, our findings indicate that: (1) the five functions of CIBE cater to the different curriculum activities, including thematic-based learning, instruction of content knowledge, group project work, children's free play and science learning; and (2) teachers' general technological knowledge, technological content knowledge, and technological pedagogical knowledge are able to predict their preferences for using a CIBE. We discuss these findings and make suggestions regarding ways to optimise the adoption of a CIBE to cater to a broad spectrum of early school learning activities.
What Works and Why?: Early Childhood Professionals' Perspectives on Effective Early Childhood Education and Care Services for Indigenous Families
Authors: Leske Rachel , Sarmardin Dixie , Woods Annette , Thorpe Karen
Published: March 2019

INVESTMENT IN EARLY CHILDHOOD education and care (ECEC) programs is a cornerstone policy of the Australian Government directed towards increasing the educational opportunities and life chances made available to Australian Aboriginal and Torres Strait Islander (Indigenous) children. Yet, ECEC programs are not always effective in supporting sustained attendance of Indigenous families. A site-case analysis of Mount Isa, Queensland was conducted to identify program features that engage and support attendance of Indigenous families. This first study reports the perspectives of early childhood professionals from across the entire range of group-based licensed (kindergarten and long day care) and non-licensed (playgroups, parent–child education) programs (n = 19). Early childhood professionals reported that Indigenous families preferred non-licensed over licensed programs. Reasons suggested for this choice were that non-licensed services provided integration with family supports, were responsive to family circumstance and had a stronger focus on relationship building. Implications for policy and service provision are discussed.
Patterns of Parent Involvement: A Longitudinal Analysis of Family–School Partnerships in the Early Years of School in Australia
Authors: Daniel Graham
Published: March 2019

PARENT INVOLVEMENT IN FAMILY-SCHOOL partnerships is widely accepted as supporting improved student outcomes. International research indicates that the formation of these partnerships varies across family sociocultural backgrounds, and over time. Analysing longitudinal data, this paper examines patterns of parent involvement in family-school partnerships in the early years of formal schooling in Australia. Similar to experiences in other national contexts, parent involvement in home-, school- and community-based family–school partnership activities reduced as children moved through the school grades. Parent involvement also differed with family socioeconomic and cultural background. The implications of these differences in children's experiences of parent involvement for family–school partnership theory and pedagogical practice are considered.
Building the Capacity of Family Day Care Educators to Promote Children's Social and Emotional Wellbeing: Results of an Exploratory Cluster Randomised-Controlled Trial
Authors: Davis Elise , Gilson Kim-Michelle , Christian Rahila , Waters Elizabeth , Mackinnon Andrew , Herrman Helen , Sims Margaret , Harrison Linda , Cook Kay , Mihalopoulos Cathrine , Marshall Bernie , Flego Anna , Corr Lara
Published: March 2019

THIS PAPER PRESENTS THE results of an exploratory cluster randomised-controlled trial that was used to pilot Thrive, a capacity-building program for family day care (FDC) educators. Participants were educators and coordinators from one FDC service in Melbourne, Australia. Data collection consisted of a survey including information on costs, an in-home quality of care observation and process evaluation. Data was collected over 12 months (2011–2012), at baseline and one, six and 12 months post-intervention. Positive caregiver interaction scores increased over time for the intervention group: F (3, 51.69) = 3.08, p < 0.05, and detached interaction scores decreased over time: F (3, 51.19) = 2.78, p < 0.05. Educators' knowledge and confidence in children's social and emotional wellbeing showed no significant change. Thrive gives important information about the challenges FDC educators face and is relevant to implementing changes in their education and support. For a program like Thrive to be successful in engaging educators, a stronger framework for supporting additional learning activities at both the FDC organisational and scheme level is warranted.
Towards an Evidence Base: Exploring the Impact of Community-Based Literacy Programs in Remote Indigenous Communities
Authors: Klieve Helen , Flückiger Bev
Published: March 2019

THERE ARE VARIOUS COMMUNITY-BASED literacy programs in Australian communities that aim to address educational disadvantage by fostering parental engagement with their young children in literacy activities. Despite the effort and goodwill of many community members, there is little evidence of the impact of these programs on children's literacy progress, school attendance or parental engagement. This paper reports on a pilot study of parents' engagement in their child's literacy development in one remote Indigenous community. Preliminary findings from parent reports indicate elevated progress in literacy by the children in the program. Similarly, parents involved in the program report being more engaged in community leadership and in their children's literacy learning than those who are not. The study suggests aspects of the interrelationship between parent engagement and children's literacy progress that require further investigation. Broader use of the instruments developed will help to establish an evidence base and inform such an investigation.
Parents' Reported use and Views of Strategies for Managing the Behaviour of their Preschool Child
Authors: Cuskelly Monica , Morris Michelle , Gilmore Linda , Besley Tracey
Published: March 2019

THE AIM OF THE RESEARCH was two-fold: first, to investigate strategies used by Australian parents to encourage desirable child behaviours and to decrease undesirable behaviours; second, to determine the acceptability and perceived usefulness to parents of various strategies. The research encompassed two studies. In the first study, 152 parents of children aged under six years completed questionnaires to identify their disciplinary practices. In study two, 129 parents reported on the acceptability and perceived effectiveness of various parenting strategies (modelling, ignoring, rewarding and physical punishment) for influencing child behaviour. Most parents in study one reported using techniques consistent with positive parenting strategies. The use of physical punishment was also reported, but predominantly as a secondary method of discipline. In study two, the techniques of modelling and rewarding were found to be more acceptable to parents than were ignoring and smacking. The findings highlight the need to raise parental awareness and acceptance of a broader range of positive ways to manage child behaviour.
Teachers' versus Parents' Perceptions of Professionalism of Early Childhood Teachers: A Mixed-Methods Study
Authors: Pei-Wen Tzuo , Liang See Tan , Foong Ling Yong , Jyh-Chong Liang
Published: March 2019

IT IS OF CONCERN THAT the professionalism of early childhood teachers (PECT) is nebulous in the eyes of the public, and parents' perceptions of PECT may become an obstacle to the school–home partnership. This study explores teachers' versus parents' perceptions of the various characteristics of PECT to identify gaps among them and suggest ways to close these gaps. A mixed-methods research methodology was employed with 219 teacher and parent participants in Singapore. The quantitative findings indicate first that the teachers perceived PECT to be composed of two dimensions as two levels of capacity: fundamental pedagogical capacity and accumulated classroom studies of children. In contrast, the parents perceived PECT as a single dimension. Second, the gaps between teachers' and parents' perceptions were identified as four factor items of PECT, including characteristics of understanding a child's needs, being able to create good relations with children, professional development and valuing of ethics. We discuss these findings and suggest how to reach coherent views on PECT and create better dynamics between the two parties.
Are there any Unintended Consequences of Service Integration to Consider?: A Study of Early Years Sector Perspectives
Authors: Harris Paul , Cartmel Jennifer , Macfarlane Kym
Published: March 2019

THIS STUDY WAS PART OF a broader project to identify best practice models for an integrated early childhood service being delivered as part of a new community service precinct. The planned development will integrate residential development, places of work, a ‘town square’ and community services and infrastructure. Semi-structured interviews with 11 internal and external stakeholders informed discussion of opportunities and risks as part of the development of an integrated early years' service model. Overall results indicated general agreement regarding understandings of integrated practice and implications for the proposed model. Key informants emphasised potential community benefits and the importance of place-based approaches, as well as governance issues, organisational considerations, change management issues, workforce issues and the importance of effective leadership. Despite a paucity of available guidance in the published literature, a number of key risks were identified, which as discussed, suggest greater consideration and investigation of possible unintended consequences is required.
Associations between Australian Early Childhood Educators' Mental Health and Working Conditions: A Cross-Sectional Study
Authors: Corr Lara , Cook Kay , LaMontagne Anthony D. , Waters Elizabeth , Davis Elise
Published: March 2019

EARLY CHILDHOOD EDUCATION and care quality relies on educator capacity; however, working conditions may compromise educators' mental health. This study examines associations between family day care (FDC) educators' mental health and working conditions to inform workplace mental health promotion. Three hundred and sixty-six FDC educators completed an online or written survey. In addition to this, regression analyses were used to examine relationships between educator mental health and working conditions. Although many FDC educators had low psychological distress and moderate mental wellbeing, 41.7 per cent reported psychological distress. Most educators' ‘efforts’ and ‘rewards’ were unbalanced (effort–reward imbalance [ERI] ratio) and showed high ‘overcommitment’ to work. Effort and overcommitment were significantly related to increased odds of psychological distress, whereas social support was associated with higher mental wellbeing. The ERI ratio had the strongest associations with educator psychological distress and mental wellbeing. As many working conditions associated with educator mental health are modifiable, this study highlights opportunities for workplace mental health promotion in FDC.
The Construction of a Taxonomy of Early Childhood Educators' Work
Authors: Wong Sandie , Harrison Linda , Press Frances , Sumsion Jennifer , Gibson Megan , Woods Annette
Published: March 2019

DESPITE CONSIDERABLE RESEARCH ON the impact of early childhood education (ECE), there is little empirical evidence about what the everyday work of educators entails. This paper reports on the development of a tool to capture generalisable data on the everyday work of educators so as to inform effective workforce policy. This tool—a taxonomy of early childhood educators' work—was developed by drawing on the expertise of six early years' experts from Australia and the United States of America (USA) and includes time-use diaries, focus groups and interviews with 21 early childhood educators working in long day care and preschool services. The taxonomy, which we present here, consists of 10 domains, each with a number of sub-classes. We propose that this taxonomy is a useful codification system for ascertaining the everyday work tasks, activities and actions of early childhood educators in diverse early years' settings. It is anticipated that the taxonomy will prove a valuable tool for subsequent research investigating the early childhood workforce.
Childcare Staff and Parents' Beliefs about Quality Care for Infants/Toddlers in Centre-Based Programs in Singapore
Authors: Nirmala Karuppiah
Published: March 2019

THE PURPOSE OF THIS exploratory study was to understand childcare staff and parents' beliefs about quality care for infants/toddlers (aged birth to three years) in centre-based programs in Singapore. Childcare staff (comprising supervisors and educarers) were interviewed to gather their views about: (1) key dimensions of quality care for infants/toddlers; (2) training programs for infant/toddler care; and (3) knowledge and skills important for the provision of high-quality care and programs. Educarers were also observed to investigate the nature of their interactions with the infants/toddlers and invited to review and reflect on a video clip which depicted a caregiver interacting with a group of infants/toddlers. Additionally, parents were also interviewed for their perceptions on the research topic. The results from this study could be used to review the quality of care for infants/toddlers in centre-based programs and training courses which prepare childcare staff for work with infants/toddlers.
The Professional Leadership and Action Research Training Model: Supporting early childhood leadership
Authors: Stamopoulos Elizabeth
Published: March 2019

THIS PAPER CONTRIBUTES TO the discussion on early childhood leadership, pedagogy and change management during times of intense change. The study reported was funded by the Association of Independent Schools of Western Australia (AISWA) to strengthen pedagogical knowledge and leadership capacity in teachers aspiring to be early childhood leaders. A Professional Leadership and Action Research (PLAR) Training Model, was developed by the researcher and evaluated by 17 independent school teachers who completed the study. Data were drawn from surveys, conversations, interviews, focus groups, individual action research reports, reflective journals and document analysis. At the completion of the study, the 17 teacher leaders evaluated the PLAR Training Model as ‘Excellent’ or ‘Very Good’, and validated its six elements, endorsing its capacity to strengthen leadership, pedagogy and research output.
The Impact of free-choice Motor Activities on Children's Balance Control
Authors: Shoval Ella , Zaretzky Ester , Sharir Tal , Shulruf Boaz
Published: March 2019

THIS RESEARCH ATTEMPTED TO determine which kinds of free-choice motor activity improve balance control. One hundred and fifty children from three kindergarten classes participated in the research. They were provided with an environment that enabled them to choose motor activity freely for 180 minutes each day, 90 minutes outdoors and 90 minutes indoors, five days a week for 32 weeks. The difference between the three kindergartens consisted of the number of facilities intended for balance exercise and their location indoors or outdoors. The findings showed that children attending kindergartens in which the balance facilities were located both indoors and outdoors had better achievements than those attending kindergartens having balance facilities only indoors or only outdoors. A regression analysis pointed to only social types of free-choice motor activity having a significant impact on improvement of balance control. Further research is suggested to determine the optimal social and physical environments that enhance balance control.
The Sleeping Elephant in the Room: Practices and Policies regarding Sleep/Rest Time in early Childhood Education and Care
Authors: Staton Sally , Irvine Susan , Pattinson Cassandra , Smith Simon , Thorpe Karen
Published: March 2019

THE NATIONAL QUALITY FRAMEWORK for Early Childhood Education and Care (NQF) in Australia identifies the need for services to make provision for each child's sleep, rest and relaxation within a national early years' policy framework. The framework also requires that opportunities for learning and physical health are optimised, and that the agency of each child and their family is respected. Against this background, the scheduling of a standard sleep time in early childhood education and care (ECEC) centres remains a common practice, even in rooms catering for older children for whom daytime sleep may no longer be necessary. This article draws upon existing scholarship to explore the issues and tensions associated with sleep/rest, in the context of Australian curriculum and quality standards documents. We review accounts from educators, parents and children and contemporary views regarding high-quality practice in ECEC, with an aim of supporting critical reflection on practice and continuous quality improvement in ECEC.
What do early Childhood Teacher Graduands say about working with infants and Toddlers?: An Exploratory Investigation of Perceptions
Authors: Garvis Susanne , Pendergast Donna
Published: March 2019

RECENT INITIATIVES IN THE early childhood education and care sector have increased the demand for early childhood teachers to work in long day care settings. This study explores the perceptions of pre-service teachers who had recently finished their final semester of study and were due to graduate from one Australian higher education institution in the state of Queensland. A cohort of pre-service teachers was invited to complete an online survey investigating their perceptions of working with infants and toddlers. A response rate of 80 per cent, representing 25 respondents, participated in the study. Descriptive statistics and content analysis were employed to analyse the survey data. The findings reveal that overall, pre-service teachers reported they had a partial knowledge of children aged birth to three years after completion of their teacher education program. This was despite 10 days of placement with infants and toddlers, and knowledge and content about infants and toddlers being embedded throughout the teacher education program (birth to eight years). Findings are also relevant to industry and government policy-makers who are advocating for qualified early childhood teachers to work in prior to formal school settings within Australia.
A Strengths Approach to Supporting early Mathematics Learning in Family Contexts
Authors: Fenton Angela , MacDonald Amy , McFarland Laura
Published: March 2019

EARLY CHILDHOOD PROFESSIONALS ARE increasingly being asked to work with children and families using strengths approaches1. However, what does this mean for working with families to support children's mathematical development? Specifically, how can this approach support and engage families, including those who may disengage from their child's mathematics education? This article aims to introduce a strengths framework for supporting children's mathematics learning opportunities in family and community contexts. We apply a Strengths Approach (McCashen, 2005) to an example from an early childhood mathematics program called Let's Count. Let's Count was designed as a means of assisting families to help their young children (aged three to five years) play with, investigate and learn mathematical ideas (Perry & Gervasoni, 2012). Using examples of case studies from Let's Count, we use McCashen's (2005) five-column strengths framework to present ways in which early childhood professionals can support families to explore mathematics with their children, using the unique everyday resources and opportunities of each family.
The Effect of a Learner-Support Intervention on Perceptual-Motor Skills of Kindergarten Learners from Deprived Environments
Authors: Loubser Annemarie , Pienaar Anita E. , Klopper Audrey , Ellis Suria
Published: March 2019

THIS STUDY REPORTS ON A learner-support intervention aimed at the development of perceptual-motor skills of kindergarten learners from disadvantaged environments. A quantitative research method was followed which consisted of a three-group, pre-test/post-test design. Three Grade R (kindergarten) schools were selected by means of a convenience sample. Two schools were selected from disadvantaged communities (Quintile 1 schools)—C1 ( n = 30) and E ( n = 25)—and one from a more advantaged community (Quintile 3 school)—C2 ( n = 22). A two-level perceptual-motor intervention was implemented in school E for nine months. All participants were tested before and after the intervention by means of a school-readiness test. Results were analysed using an analysis of variance (ANOVA), dependent t-tests and an analysis of covariance (ANCOVA) to determine differences among and within groups. A significant relationship was found between school readiness and perceptual-motor development. Results also suggested that a perceptual-motor intervention could aid learners from disadvantaged environments in overcoming factors which impede school readiness.
The Shaping of Australian Early Childhood Education and Care: What can we learn from a Critical Juncture?
Authors: Logan Helen , Press Frances , Sumsion Jennifer
Published: March 2019

THIS ARTICLE IDENTIFIES AND examines a critical juncture in Australian early childhood education and care (ECEC) policy history in order to understand the contemporary Australian ECEC policy landscape, especially in relation to the way in which quality in child care is mandated and understood. In policy, critical junctures are path-breaking policy developments that have lasting impacts (Gal & Bargal, 2002; Pierson, 2004). This article illustrates how examining critical junctures can deepen understandings of processes that contribute to transformative policy shifts. In doing so, we illuminate ways in which contemporary contexts have been shaped by past policy.
Exploring the Nexus between Participatory Methods and Ethics in Early Childhood Research
Authors: Graham Anne , Powell Mary Ann , Truscott Julia
Published: March 2019

EARLY CHILDHOOD RESEARCH HAS been at the forefront of participatory approaches aimed at ensuring children's involvement in research is appropriate, safe, enjoyable and meaningful. Central to this endeavour has been closer attention to key ethical considerations, most notably around young children's informed consent. However, there is growing recognition within the research community that adopting participatory methodologies does not, in and of itself, denote ethical research practice. In this article, we explore the critically important nexus between ethics and method in the context of early childhood research. We then draw upon our experience in leading a major international initiative, the Ethical Research Involving Children (ERIC) project, to underline the efficacy of approaches that build on the ‘Three Rs' of reflexivity, rights and relationships in furthering a culture of ethics within the burgeoning field of early childhood research.
‘Embracing Everybody’: Approaching the Inclusive Early Childhood Education of a Child Labelled with Autism from a Social Relational Understanding of Disability
Authors: Mackenzie Meike , Cologon Kathy , Fenech Marianne
Published: March 2019

THIS STUDY INVESTIGATED EDUCATORS' attitudes towards the inclusion of a child labelled with autism in a mainstream early childhood education and care (ECEC) setting in Australia. The article provides an overview of three perspectives from which disability in inclusive early childhood education can be approached: the medical model of disability, the social model of disability and the social relational understanding of disability. Findings showed that when educators' beliefs and practices aligned with a social relational understanding of disability, inclusion for a child labelled with autism was facilitated. It is argued that inclusion in early childhood settings can be fostered when educators recognise and dismantle barriers to doing and barriers to being, and view inclusion as ordinary practice.