bluuebunny/crossref_metadata_2025_split huggingface dataset:
Fundamental Movement Skills: Teachers' Perspectives
Authors: Martin Marie , Hands Beth 
Published: March 2019

The place of explicit movement skill development programs in early childhood settings is contentious. However, given the growing understanding that movement competence is important for maintaining an active and healthy lifestyle (Hands, Parker & Larkin, 2001), well planned and effective programs specifically designed for young children are important. In this paper, the influence of a new teaching resource designed to support teachers in implementing a fundamental movement skill program is presented using a case study approach. The case studies were constructed with teachers working in a range of early childhood settings. The impact of the program on teachers' level of confidence, knowledge of fundamental movement skills, and personal physical activity level is presented. The information was gathered using a structured self-reflection process including a journal, group meetings, individual face-to-face interviews and a final written evaluation. The findings indicate an increase in teacher confidence and knowledge but no impact on personal physical activity level.
Playgrounds of Learning
Authors: Macfarlane Kym , Cartmel Jennifer 
Published: March 2019

IN THE EARLY CHILDHOOD education and care (ECEC) sector there has been a plethora of literature about practice with children in the birth to five age group (Arthur, Beecher, Dockett, Farmer, Richards, 1995; Dockett & Fleer, 1999; Fleer, 2003, 2005; Hutchins & Sims, 1999; Grieshaber & Cannella, 2001; Press & Hayes, 2000; Stonehouse, 1988). There is also literature about how particular types of ECEC practice assists in promoting intellectual competence, agency and resilience in these young children. However, current research about how to scaffold and value metalinguistic and metacognitive competence and agency in the birth to three age group appears to be scant (Page, 2005). This paper uses data from interviews and videotaped observations of young children and their families to begin to unpack how learning experiences for birth to three-year-olds happen within particular social contexts. An interpretive and theoretical bricolage (Denzin & Lincoln, 2003; Levi-Strauss, 1966) of theory and literature is used to interrogate this data, acting as a means of informing epistemological understanding about how practice within particular social contexts constrains or enables children as competent and capable learners. The authors argue that a tendency to underestimate the metacognitive and metalinguistic ability of infants and toddlers delimits understanding of what is possible for them within play and learning contexts. Finally, a model of practice is developed that focuses on appreciating and enhancing such abilities in this age group.
Enhancing Environmental Awareness through the Arts
Authors: Tarr Kumara 
Published: March 2019

THIS PAPER REPORTS ON a recent action research project, Enhancing environmental awareness through the arts. This project involved working with two early childhood professionals and 28 children in a long day care centre in the Sydney CBD at the end of 2006. Its aim was to assess the outcomes for the early childhood professionals, and for the children they worked with, of using arts-based pedagogies for enhancing environmental awareness. As the children in this centre had considerable indoor space but no outdoor space at all, the participating staff in the two–three-year-olds' room were interested in how this project could help to incorporate the natural environment into their programs. This paper outlines the theory that underpins the research, the processes involved in developing and conducting it, and the findings. The findings show that the arts-based pedagogies applied throughout the project had a definite effect on the children's awareness of the natural environment (also referred to as the ‘natural world’ throughout this paper). This was demonstrated through how much the children talked about the natural environment, the way they incorporated concepts about it into their play and their attitudes toward it. The findings also show that the action research approach used throughout the project resulted in the two early childhood professionals developing new techniques for creating meaningful content for the program. This report also considers the questions that arose as a result of the research and suggests how they could be further explored.
A pathway to enhancing professionalism: Building a bridge between TAFE and university early childhood qualifications
Authors: Whitington Victoria , Ebbeck Marjory , Diamond Alexandra , Yim Hoi Yin Bonnie 
Published: March 2019

IT HAS BEEN ARGUED that a key strategy to improve developmental and educational outcomes for young children is to increase the number of childcare staff with early childhood university degrees (Saracho & Spodek, 2007). In order to upgrade the qualifications of staff, a number of Australian universities provide pathways that enable graduates of early childhood diploma programs to complete a degree. Several impediments, including institutional structures and individual contextual and personal factors, may affect these pathways. Although a range of organisations offer diploma programs, TAFE (Tertiary and Further Education) is a major provider. The aim of the present study was to investigate student transition between early childhood programs in TAFE and university. The research drew on several data sources, including a survey of the perceptions of students at various points of undertaking the transition. The current credit arrangement for TAFE Diploma graduates was found to be satisfactory; however, gaps were identified between the TAFE and university teaching and learning arrangements with regard to curriculum structures, teaching styles and assessment. Graduates of both programs considered that the completion of both awards would have a positive effect on their careers.
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.
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.
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.
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.
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.
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.
What is going on in early years music planning? A study of early years teachers' weekly plans
Authors: Garvis Susanne 
Published: March 2019

ARTS EDUCATION IS AN Important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education. This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and 3 in Queensland, Australia. Settings took a structured ‘curriculum-focused’ approach to learning in the early years, which made the exploration of planning important. Our study looked for segments of time devoted to music throughout the week. Content analysis was used to interpret the weekly plans, with three themes emerging: (1) The majority of the weekly plans were dedicated to literacy and numeracy; (2) Little time was devoted to the teaching of music apart from the scheduled 30-minute music lesson with a specialist teacher in some schools; and (3) Of the limited number of weekly plans that featured music, activities were teacher-directed. These results provide insight to the current understanding and value of music education in the early years curriculum. Key messages can be drawn about the importance of professional development, music advocacy in the early years, and curriculum and policy planning.
Young children's beliefs about including others in their play: Social and moral reasoning about inclusion and exclusion
Authors: Wainman Broiny , Boulton-Lewis Gillian , Walker Sue , Brownlee Jo , Cobb Charlotte , Whiteford Chrystal , Johnsson Eva 
Published: March 2019

PREVIOUS RESEARCH HAS EMPHASISED the importance of active citizenship in the early years for the development of a tolerant and cohesive Australian society. This paper presents findings related to young children's beliefs about exclusion based on gender and race 1 . The findings draw from a larger study exploring the development of children's moral and social values and teachers' beliefs and practices related to teaching for moral development in the early years of school in Australia. This current study examined reasoning about exclusion in early childhood with children aged five–eight years. One hundred children from seven schools (Preparatory to Year 3) answered questions relating to two scenarios where the children had to make a decision about whether to include others of different gender or race in their play. The majority of children believed that others should be included in their play, regardless of their gender or race. When asked to explain, the children primarily gave reasons related to moral concern and fairness. They were then asked whether they would continue to include or exclude if their friends (social consensus) or teachers (authority) suggested otherwise. Most maintained their beliefs when beliefs to the contrary were voiced by their peers and teachers. The implications of these responses are discussed. 1 Funded by the Australian Research Council 2008–2010, DP0880000.
Interaction or Interruption? Five Child-Centred Philosophical Perspectives
Authors: Widger Susan , Schofield Anne 
Published: March 2019

THIS STUDY INVESTIGATED EARLY childhood educators' beliefs regarding whether and when they should interact with children. Interviews were conducted with five educators chosen for their alignment with five distinct philosophical approaches representing a range of contemporary early childhood education services in New Zealand. A qualitative approach was used to elicit their individual stories to delve into the complexities of child-centred interactions. The literature reviewed highlighted an apparent tension between developmental and sociocultural perspectives, namely the issue of whether and when educators choose to interact with children. However, this study suggests that such tension is nullified when educators align their daily practice with clear philosophical guidelines.
Early Childhood Facility Staff Knowledge and Confidence with Food Allergy Management: A Preliminary Study
Authors: Mullan Judy , Rich Warren , Kreis Irene , Fleming Catharine 
Published: March 2019

THIS PRELIMINARY STUDY INVESTIGATED the level of staff knowledge and confidence in food allergy management in a group of NSW regional Australian early childhood facilities (ECFs) in 2007. A mixed-method design including both quantitative and qualitative approaches was used to identify staff knowledge and confidence in food allergy management. Quantitative data was analysed using descriptive statistics, while qualitative data was analysed thematically. Quantitative data revealed that knowledge and confidence about food allergy management varied considerably among the staff. Qualitative data revealed that, even though many ECF staff were knowledgeable about food allergy management, they lacked the confidence to deal with emergency situations. This study highlights that ECF staff knowledge and confidence when dealing with children who experience food-induced allergies is relatively poor, placing these children at risk of receiving suboptimal care. It is important therefore, to ensure that staff are both competent and confident in the management of food allergies in light of the introduction of the National Quality Framework in 2012.
Young Gifted Children Transitioning into Preschool and School: What Matters?
Authors: Grant Anne 
Published: March 2019

RESEARCH HAS DESCRIBED TRANSITION practices that support young children as they move to a new learning environment, and continuity between learning environments has been identified as an important component of a successful transition (Dockett & Perry, 2004). Some findings suggest young gifted children experience transition in a different way (Whitton, 2005), but there is minimal evidence-based information available to early childhood educators *1 on the transition experiences of gifted children. This paper draws on a study of young gifted children in transition from home to preschool and into school, and presents findings on how different understandings of continuity from those reported as important in the literature influenced these children. Such findings emphasise the need for satisfactory professional understanding of the adjustment of young gifted children into preschool and school. (All children's names in this article are pseudonyms.) *1 ‘Early childhood educators’ refers to both preschool educators and teachers in the first year of school. Where appropriate, distinguishing terms are used.