ORCID Profile
0000-0003-1692-8498
Current Organisation
Deakin University
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Publisher: Informa UK Limited
Date: 08-2003
Publisher: Informa UK Limited
Date: 23-07-2014
Publisher: SAGE Publications
Date: 09-2015
DOI: 10.1177/183693911504000304
Abstract: CONTRIBUTING TO RECENT RESEARCH findings and discussion about educators' multiple understandings and enactments of intentional teaching, this paper sheds light on why early childhood educators might find the practice of intentional teaching problematic. It presents research findings from a study conducted in the state of Victoria a decade ago that investigated how dominant discourses influence teacher decision making in early childhood education and care (ECEC). The study found that teacher-directed practice was legitimated, marginalised and silenced by teachers in the study. Through the process of looking back to look forward, insights gained from a critical discourse analysis illustrate why intentional pedagogies, such as intentional teaching and teacher-directed practice, might be difficult pedagogical practices in ECEC in Australia.
Publisher: Elsevier BV
Date: 2018
Publisher: SAGE Publications
Date: 09-2016
DOI: 10.1177/183693911604100308
Abstract: THIS PAPER HAS TWO AIMS. First, it examines how children's resilience is being defined and discussed in literature, and second, it presents findings from a small-scale study that investigated early childhood educator understandings of children's resilience across the curriculum. Considering resilience as a multifaceted construct, the authors question why children's resilience should be a focus for educator practice and how research literature is portraying the role of educators in supporting children to become resilient. The findings illustrate that educators in the study had varied understandings of the notion of resilience and how to support children's resilience. Spontaneous and unplanned teaching strategies were revealed as the educators' main approach of supporting children's resilience. There was also some uncertainty about how to identify resilience according to educators in the study. The study's findings raise critical implications and questions for the early childhood sector, one of these being: Is the fostering and supporting of children's resilience too important an educational issue to be left to the fate of spontaneous incidents to arise in practice?
Publisher: ACER Press
Date: 10-2020
Publisher: Informa UK Limited
Date: 14-05-2021
Publisher: BRILL
Date: 20-10-2020
Publisher: SAGE Publications
Date: 10-11-2020
Abstract: In recent times, education policy and reform discourses have become increasingly politicised by neo-liberalism, with critical policy methodologies struggling to catch up. Critical policy sociologists have noted that critical commentaries rarely succeed in changing or impacting dominant education policy pathways. This article presents a framework for critical engagement in education policy drawing on Foucauldian notions of governmentality, with the aim to imagine a path to policy discourse intervention, or truth-telling. The ‘affirmative discourse intervention’ model comprises three interrelated processes to engage and respond to discourse as a function of governmentality: discourse recognition, discourse disruption and discourse agency. The article outlines the affirmative discourse intervention model and its theoretical underpinnings, then draws on data from the recent and ongoing Australian early childhood quality reform policy to illustrate the affirmative discourse intervention processes in application. The final section offers possibilities that emerge when re-imagining discourse agency in early childhood education and invites further commentary.
Publisher: Informa UK Limited
Date: 09-06-2016
Publisher: Routledge
Date: 14-09-2021
Publisher: Springer Science and Business Media LLC
Date: 27-05-2021
Publisher: Springer Science and Business Media LLC
Date: 16-03-2023
DOI: 10.1007/S13394-023-00446-0
Abstract: Young children’s spatial reasoning is critical to mathematics learning from an early age. Recent reviews have drawn attention to the importance of mathematical experiences in the early years however, an explicit focus on research in spatial reasoning can contribute to a more coherent account of the field. This paper reports a scoping review of qualitative studies ( n = 37) during the years 2009–2021. The studies analysed in this review provide insight into children’s embodied spatial concepts and non-verbal expressions such as gesture and the relationship between spatial reasoning and mathematics learning in early childhood (birth to 8 years). Four main themes were found: (i) children’s manipulation and transformation of objects, (ii) children’s bodily engagement with and within spaces, (iii) children’s representation and interpretation of spatial experiences, and (iv) contexts for spatial learning. While the review illuminates a deeper awareness and a more holistic and embodied view of children’s spatial competencies, there remains few studies focussed on children under three years of age. Future directions for ongoing research are identified.
Publisher: Springer Singapore
Date: 29-09-2017
Publisher: Elsevier BV
Date: 2022
Publisher: SAGE Publications, Inc.
Date: 2015
Publisher: ACER Press
Date: 10-2020
Publisher: Informa UK Limited
Date: 10-06-2022
Publisher: SAGE Publications
Date: 03-2019
Abstract: Children’s agency and capabilities are often overlooked in the research literature, in particular, when it comes to young children’s reflections on their transnational childhoods and migration experiences. Nestled within an intergenerational family migration story, this article reports on a study that investigated childhood identity, home and belonging. The catalyst for the study came from N.D.’s (then) 6-year-old daughter who asked ‘ Mummy, am I Australian?’ and ‘ Am I more Australian than you?’ Embedded in these seemingly simple questions are complex layers of hegemonic ideology located within broader intergenerational family migration stories. Thus, to gain insight into these questions posed by N.D.’s daughter, a small-scale study was developed taking a postcolonial perspective and using narrative analysis to make sense of the ‘ordinary’ within family narratives. The study found that common themes arose for the participants, these being, nationhood and all the contradictions and challenges that can occur when an ‘outsider’ is ‘othered’ and distinct discourses of un/belonging. The findings of the study add to the growing literature on transnational childhoods. It reiterates the complexities that the child as social actor in their environment mediates and the identity making that young children undertake as agentic citizens in their own right.
Publisher: Bloomsbury Publishing
Date: 2020
Publisher: ACER Press
Date: 10-2020
Publisher: Springer International Publishing
Date: 2020
Publisher: Informa UK Limited
Date: 22-06-2015
Publisher: SAGE Publications
Date: 03-05-2021
DOI: 10.1177/18369391211011264
Abstract: Bush kindergarten programmes (known as bush kinders), where preschool children learn in, about and with nature, are proliferating in Australian early childhood education. This scoping review reports on, and analyses, the research literature pertaining to how ethnography has been applied to the bush kinder context. We included studies conducted in related contexts, such as forest schools, and other programmes that focus on nature pedagogy, as these contexts assist us to better understand bush kinders. The findings from our literature review illustrate and confirm that empirical research in bush kinder settings is in its early stages. Consequently, bush kinders present opportunities for piloting research methodologies. After a review of the research literature, it was found that ethnography as a research methodology is valuable to understand teacher pedagogy, young children’s learning, the implications of researcher positionality, the context and the place of bush kinders in early childhood education and care.
Publisher: Informa UK Limited
Date: 25-11-2020
Publisher: Informa UK Limited
Date: 06-2010
No related grants have been discovered for Anna Kilderry.