ORCID Profile
0000-0002-2889-5382
Current Organisation
Deakin University
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Publisher: Informa UK Limited
Date: 26-05-2016
Publisher: Edith Cowan University
Date: 09-2017
Publisher: Informa UK Limited
Date: 25-08-2021
Publisher: SAGE Publications
Date: 03-2018
Abstract: The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Australia, which identifies practice, principles and learning outcomes for young children. This disconnect is related to the language that is used by the early childhood staff and misunderstood by the parents, the ways communication occurs and its ineffectiveness. The article argues that there is a need to move beyond the current rhetoric of engaging in partnerships with families to a space that allows for transparency, reciprocity and new language.
Publisher: No publisher found
Date: 2018
Publisher: Wiley
Date: 27-08-2020
DOI: 10.1111/LIT.12229
Publisher: Informa UK Limited
Date: 22-03-2023
Publisher: SAGE Publications
Date: 06-2017
Abstract: THE EXPECTATION THAT EDUCATORS will develop partnerships with parents is a key principle in early childhood education and care provision. This is particularly so in Australia where policy guidelines and quality standards list parent partnerships as key indicators of quality practice. However the language used across the two key policy documents, the Early Years Learning Framework and the National Quality Standard, is inconsistent in the way these partnerships are defined and intended to be enacted. This has resulted in an ambiguity in the way teachers and educators are engaging in partnerships in their work with families. Drawing on a framework for examining partnerships that positions the notion of mutuality and reciprocity in the centre of the relationship, and examining this through Bronfenbrenner's (1979) ecological perspective, this paper presents findings of a small scale case study that explored the extent to which these characteristics are reflected in the relationships between the teacher and parents. The study found that while the teacher was meeting identified performance standards, that a true partnership underpinned by mutuality and reciprocity was not evident in the relationships between the teacher and the families.
Publisher: Springer International Publishing
Date: 2019
Publisher: Bloomsbury Publishing
Date: 2019
Publisher: Auckland University of Technology (AUT) Library
Date: 13-11-2019
DOI: 10.24135/TEACHERSWORK.V16I1AND2.277
Abstract: Increasing numbers of international students are enrolling in Australian universities in early childhood teaching degrees. For many of these students understanding the early childhood education pedagogies and approaches is a different way of viewing teaching and learning from their own cultural perspective. Many of these students struggle to understand the teaching and learning theory that underpins early childhood education in Australia which draws on play-based pedagogies, child centred learning, and intentional teaching. This small-scale case study sought to gain insights into how international students undertaking a Master of Teaching (Early Childhood) in an Australian university were enabled to link their theoretical learning to practical applications of being an early childhood teacher. Using questionnaire data, the study found that the international students struggled to connect the theory and pedagogical thinking that underpins early childhood education. What was most significant for these students was the experiences they gained through their practical placements.
Publisher: SAGE Publications
Date: 04-07-2022
DOI: 10.1177/14687984221113170
Abstract: The ‘schoolification’ of early childhood education and care programs, seen as readying children for formalised schooling, has had an impact on the education of younger and younger age groups. While the focus of past research has mainly focused on 4-5-year-old children, this study shifts the focus to two-three-year-old children and the literacy focus of educators working with these very young children. Nine educators from Victoria, Australia were interviewed, asked to share their views on literacy learning and development for two-three-year-old children and the planning, assessment and practices they engage in to support children’s literacy development. Responses were analysed using a practice architectures lens. Findings showed that play-based pedagogies were often overlooked when seeking to support children’s literacy development, with a preference for more formalised foci on print-based learning activities, including a focus on alphabetic letter recognition. Implications for children’s literacy learning and practice are also discussed.
Publisher: Informa UK Limited
Date: 28-02-2023
Publisher: Springer Science and Business Media LLC
Date: 10-04-2023
DOI: 10.1007/S13384-023-00622-Y
Abstract: This paper reports on a study that explored the user-driven inter-organisational professional learning that teachers from two education systems collectively engaged in via social media. A dedicated Facebook group was established to enable Australian early childhood teachers (sector one) and primary school teachers (sector two) to engage in collaborations that would support children’s transition to school. Using an Activity Theory framework, findings showed that the site was mainly used by early childhood teachers to seek peer support in meeting reporting requirements, and that school teachers rarely posted. As such, the capacity of the Facebook group to support inter-organisational cross-sector collaboration and learning was challenged as determined by the most active participants within the site, while reinforcing the group’s capacity to support ‘just in time’ intra-organisational professional learning. This highlights a need for further research to explore the ways and means by which social media may best facilitate cross-sector collaboration between education systems, such as a more focussed and integrated use of social media during face-to-face cross-sector professional learning.
Publisher: Informa UK Limited
Date: 28-04-2020
Publisher: Informa UK Limited
Date: 23-04-2016
Publisher: Informa UK Limited
Date: 03-01-2022
Publisher: Informa UK Limited
Date: 11-09-2015
Publisher: SAGE Publications
Date: 2012
DOI: 10.2304/CIEC.2012.13.1.17
Abstract: Family-centred practice has been included in the Victoria, Australia Early Years Learning and Development Framework as a key practice principle for professionals working across all early years programs in that state. While this model of partnership for engaging and collaborating with families has long been used in the early intervention sector, the efficacy of adopting this model more widely across the wider early childhood education and care sector has not been explored. This article presents a discussion on family-centred practice as a model for engaging with families in the care and education of their children. Through an analysis of the underlying philosophy and an examination of the core principles and characteristics, the article explores family-centred practice as it sits within a broader theory of partnership. This analysis identifies that while there are essential principles and characteristics that position the model within a partnership framework, it is the notion of empowerment, an underpinning philosophy guiding the model, that adds another dimension to the way practitioners in early childhood education and care settings collaborate with families. In examining the broader early childhood context, the capacity of many early childhood practitioners to effectively implement empowering behaviours is challenged.
Publisher: SAGE Publications
Date: 2012
Abstract: Research acknowledges that outcomes for young children are enhanced when effective partnerships are developed between educators and families. The Australian Early Years Learning Framework provides direction for the professional practice of early childhood educators by acknowledging the importance of educators working in partnership with families. In the Victorian state-based early years framework, family-centred practice has been included as the practice model. Family-centred practice has as its core a philosophy of professionals supporting the empowerment of parents as active decision makers for their child. The early childhood education and care sector in Australia, however, is made up of a workforce which is largely perceived as being undervalued as a profession. This raises questions as to the capacity of these educators to support the empowerment of parents when they themselves are coming from a position of disempowerment due to their professional status. This article reports on findings from a small-scale study of childhood educators working in a long day-care setting which aimed to identify perceptions of the partnerships that exist between themselves and parents. In the course of the investigation, it became evident that some of educators felt disempowered in the relationships that exist with some families.
Publisher: Elsevier BV
Date: 2017
Publisher: Edith Cowan University
Date: 2013
Publisher: Informa UK Limited
Date: 19-09-2012
Publisher: American Astronomical Society
Date: 03-10-2017
Publisher: Informa UK Limited
Date: 03-11-2022
Publisher: Informa UK Limited
Date: 20-03-2019
Publisher: Springer Science and Business Media LLC
Date: 28-06-2016
DOI: 10.1007/S13384-022-00538-Z
Abstract: Practice and pedagogy, influenced and informed by the approaches used in the preschool programs of Reggio Emilia is widespread across many early childhood settings in Australia, however, is less commonly used in Australian primary and secondary schools. Little research exists which focuses on the experiences of students in schools where this pedagogical approach is adopted. This paper draws from the findings of a 2019 study undertaken across three Australian schools implementing a pedagogical approach inspired by Reggio Emilia. The voices of students from one of these schools will be used to shed light on their perceived learner identity. The study found that the expressed learner identities were multifaceted. On one hand the students considered themselves to be informed, confident and passionate learners, shaping their world as democratic citizens. However, they also positioned themselves as citizens of the future, sharing perceptions regarding their capacity to compete as successful productive members of an economic society.
No related grants have been discovered for Elizabeth Rouse.