ORCID Profile
0000-0003-2919-0904
Current Organisations
James Cook University
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La Trobe University
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Education Systems | Specialist Studies in Education | Early Childhood Education (excl. Māori) | Curriculum and Pedagogy Theory and Development | Educational Technology and Computing | Educational Technology And Media | Curriculum and Pedagogy | Developmental Psychology And Ageing | Curriculum Studies Not Elsewhere Classified | Curriculum Studies: English Education | Sociology Of Education | Education Studies Not Elsewhere Classified
ANZSRC Socio-Economic Objective (SEO)
Early childhood education | Teaching and Instruction Technologies | Pedagogy | Families | School/Institution Community and Environment | Learner and Learning Processes | Teacher and Instructor Development | Education policy | Primary education |
Related Links
Publications
Cultural support workers and long day care services
Publisher: Springer Science and Business Media LLC
Date: 04-2023
School-based integrated curriculum: An integrated music approach in one Hong Kong kindergarten
Publisher: Cambridge University Press (CUP)
Date: 04-03-2018
DOI: 10.1017/S0265051717000250
Abstract: The implementation of a school-based integrated curriculum enables schools to plan a balanced, flexible and coherent curriculum in order to reduce subject specification, especially in kindergartens. Despite kindergarten teachers in Hong Kong Special Administrative Region (SAR) being encouraged to integrate music content across subject areas, these boundaries still exist and prove challenging. This instrumental case study shows how one kindergarten teacher attempted to integrate other subjects into the music curriculum through movement and games, and encourage children's creativity. Eight detailed observations of music lessons and an interview with the kindergarten teacher depict her efforts at integration. Findings show that some progress was made and that the support of the principal was pivotal. They also suggest ways in which kindergarten teachers might begin to incorporate more creative integrated approaches to music education and have some applicability to other kindergarten settings where transmission approaches tend to dominate and teachers want to encourage music integration and children's musical creativity.
The Organisation for Economic Co-operation and Development’s International Early Learning Study: Opening for debate and contestation
Publisher: SAGE Publications
Date: 08-08-2016
Abstract: The Organisation for Economic Co-operation and Development is initiating the International Early Learning Study, a cross-national assessment of early learning outcomes involving the testing of 5-year-old children in participating countries. The authors use this colloquium to inform members of the early childhood community about this project and to raise concerns about its assumptions, practices and possible effects. The authors also invite readers’ comments, to start a process of democratic dialogue and contestation.
The Wiley Handbook of Teaching and Learning
Publisher: Wiley
Date: 18-07-2018
Workforce diversity and quality improvement policies in early childhood education in East Asia
Publisher: Informa UK Limited
Date: 13-04-2021
Converged play characteristics for early childhood education: multi-modal, global-local, and traditional-digital
Publisher: Informa UK Limited
Date: 28-05-2020
Complexifying quality: educator examples
Publisher: Frontiers Media SA
Date: 18-05-2023
DOI: 10.3389/FEDUC.2023.1161107
Abstract: Quality in early childhood education settings has dominated the global economic policy agenda since the early 1990s, and despite decades of public investment, quality reform has stalled in Australia and internationally. This lack of quality improvement has been attributed to the inadequacy of the standardized, quantitative, and economic perspectives that drive policy, which are increasingly focused on systematized, academic interpretations of quality. The most impactful dimensions of quality are interpersonal and include warm, frequent interactions and rich, responsive play-based environments. However, little is known about these dimensions of quality and research is urgently needed. This paper reports initial data from a small-scale project investigating educator- and pre-service teacher-participant responses to prompts from researchers about what constitutes quality, including ‘in the moment’ experiences. Participants posted responses to researcher prompts to an online platform. Educator and pre-service teacher perspectives about their experiences of what constitutes quality provide a novel alternative to dominant discourses. Identifying some of the more complex dimensions of quality from the experiences of educators and pre-service teachers may reveal insight into previously untapped and difficult to access tacit knowledge.
Parents' Choice of Early Childhood Education Services in Hong Kong: A Pilot Study about Vouchers
Publisher: SAGE Publications
Date: 2009
DOI: 10.2304/CIEC.2009.10.3.263
Abstract: The introduction of a voucher scheme for early childhood education in Hong Kong has resulted in significant changes in the field. This article reports data from a pilot study that aimed at understanding better how parents chose an early childhood education service following the introduction of a voucher scheme in Hong Kong. Eighty-six Chinese parents with children aged three participated in interviews and focus group discussions. This group of parents had just undergone the process of selecting a kindergarten or nursery for their children for the school year 2007–2008. The participants were from a range of socioeconomic circumstances and educational levels who had selected non-profit-making kindergartens and nurseries in public and private housing estates. The results showed that what parents looked for in their choice of service closely matched how they defined quality. Moreover, their views on quality greatly resembled the specific notion of quality that the recent reform policy has been heavily promoting. The findings point to the complex interactions among policy, choice, and practices of early childhood education. The new voucher scheme is intensifying the governing of both the self and the field, the impact of which is worrisome.
Women Professors
Publisher: Springer Singapore
Date: 2019
An integrative review of transitions to school literature
Publisher: Elsevier BV
Date: 06-2018
Musical free play: A case for invented musical notation in a Hong Kong kindergarten
Publisher: Cambridge University Press (CUP)
Date: 02-06-2010
DOI: 10.1017/S0265051710000045
Abstract: Drawn from a larger mixed methods study, this case study provides an account of aspects of the music education programme that occurred with one teacher and a kindergarten class of children aged three and four years. Contrary to transmission approaches that are often used in Hong Kong, the case depicts how musical creativity was encouraged by the teacher in response to children's participation during the time for musical free play. It shows how the teacher scaffolded the attempts of George, a child aged 3 years and 6 months, to use musical notation. The findings are instructive for kindergarten teachers in Hong Kong and suggest ways in which teachers might begin to incorporate more creative approaches to musical education. They are also applicable to other kindergarten settings where transmission approaches tend to dominate and teachers want to encourage children's musical creativity.
Child observation as teachers' work in contemporary Australian early childhood programs
Publisher: Informa UK Limited
Date: 03-2000
Child observation in Australia and the USA: A cross-national analysis
Publisher: Informa UK Limited
Date: 2001
Revisiting Paulo Freire’s Pedagogy of the Oppressed
Publisher: Routledge
Date: 28-09-2020
Departures from Tradition: The Early Years Learning Framework for Australia
Publisher: Springer Science and Business Media LLC
Date: 11-2010
Abstract: In 2009, the Commonwealth Government of Australia published the first national learning framework for use with children aged birth to five years. The framework marks a departure from tradition in that it emphasizes intentional teaching, learning as well as child development, a particular type of play-based learning, outcomes, and equity. This article analyzes aspects of the document that depart from well established approaches to early childhood education in Australia and identifies challenges for educators who are required to use the document. It concludes that ongoing and supportive professional learning opportunities must accompany the introduction and enactment of the document.
Conceptualising Women’s Working Lives
Publisher: SensePublishers
Date: 2013
Re-conceptualising Quality Early Childhood Education: What Does Soka Education Have to Offer?
Publisher: Springer Singapore
Date: 27-10-2016
Culture and Early Childhood Curriculum in Australia
Publisher: Informa UK Limited
Date: 1996
Beyond discovery: a case study of teacher interaction, young children and computer tasks
Publisher: Informa UK Limited
Date: 03-2010
Family literacy practices and home literacy resources: An Australian pilot study
Publisher: SAGE Publications
Date: 16-10-2011
Abstract: The combined impact of social class, cultural background and experience upon early literacy achievement in the first year of schooling is among the most durable questions in educational research. Links have been established between social class and achievement but literacy involves complex social and cognitive practices that are not necessarily reflected in the connections that have been made. The complexity of relationships between social class, cultural background and experience, and their impact on early literacy achievement have received little research attention. Recent refinements of the broad terms of social class or socioeconomic status have questioned the established links between social class and achievement. Nevertheless, it remains difficult to move beyond deficit and mismatch models of explaining and understanding the underperformance of children from lower socioeconomic and cultural minority groups when conventional measures are used. The data from an Australian pilot study reported here add to the increasing evidence that income is not necessarily related directly to home literacy resources or to how those resources are used. Further, the data show that the level of print resources in the home may not be a good indicator of the level of use of those resources.
Teacher critical reflection: what can be learned from quality research?
Publisher: Springer Science and Business Media LLC
Date: 04-04-2023
DOI: 10.1007/S13384-023-00619-7
Abstract: This Meta-Aggregative (MA) Qualitative Evidence Synthesis (QES) identified, investigated, and critically appraised ex les of ‘quality’ Teacher Critical Reflection (TCR) in recent peer-reviewed research. The key question guiding the synthesis of literature was, How is teacher critical reflection evidenced, justified, and communicated in peer-reviewed research? The synthesis detected the importance of TCR in supporting quality teacher practice in early childhood and primary school settings. The MA element guided the choice of articles and the QES identified evidence of the intricacies of teacher critical reflection. The MA QES provides insights into sustainable and purposeful TCR. Thirteen studies conducted between 2013 and 2019 met the requirements of a four-phased MA QES and were critically appraised to inform the synthesis. Recommendations derived from this review include the importance of identifying the objectives of TCR, TCR as part of teacher identity and its impact on TCR, the significant role that social collaboration plays in TCR, and the tools that support successful TCR.
Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education
Publisher: SAGE Publications
Date: 2005
Abstract: Changing times and postmodern perspectives have disrupted the taken-for-granted relationship between child development knowledge and the preparation of early childhood teachers. Despite ongoing exchanges about how best to respond to the critique of the developmental knowledge base, few descriptions of how particular teacher educators have gone about reconceptualizing their curriculum exist. Employing postmodern views of knowledge, power, and subjectivity, this article describes three pedagogies employed by the authors to enact a postmodern teacher education. After describing each of these pedagogies—situating knowledge, multiple readings, and engaging with images—an ex le from classroom practice is given to illustrate how these strategies come together to assist students to understand how teaching enacts power relations. The article concludes with a discussion of some of the challenges involved in trying to shift from developmental to postmodern practices in the preparation of early childhood educators.
Team Players
Publisher: Springer International Publishing
Date: 13-12-2015
Complexifying quality in early childhood contexts through a theory of quality ecologies
Publisher: SAGE Publications
Date: 07-09-2023
Developments in Curriculum and Assessment in the Early Years in Australia
Publisher: Springer Netherlands
Date: 2018
Factors influencing the participation of industry professionals in Work-Integrated Learning in Vietnamese universities: a qualitative approach
Publisher: Emerald
Date: 02-11-2022
DOI: 10.1108/HESWBL-03-2021-0042
Abstract: This article explores factors influencing the participation of industry professionals in Work-Integrated Learning (WIL) in three Vietnamese public universities. The impact of the unique socio-cultural background of Vietnam on WIL is also addressed. A qualitative approach that included three focus groups and 15 in idual in-depth interviews was applied. In total, 30 key university and industry WIL stakeholders were involved. Thematic analysis was employed to identify enablers and inhibitors to the participation of industry professionals in WIL in Vietnamese universities. Industry professionals faced more challenges than support when involved in WIL in three Vietnamese public universities. Four enablers of their participation in WIL stemmed from industry and nine inhibitors emerged from a variety of sources. The overwhelming number of inhibiting factors indicated difficulties associated with implementing WIL. The rationale behind limited industry involvement in Vietnamese universities has not been explored previously. A holistic understanding of all key WIL stakeholders’ perceptions of factors influencing industry participation in a non-Western tertiary context may provide leads for higher education policy in Vietnam and add to the international literature.
The State Reinventing the Preschool Child
Publisher: Informa UK Limited
Date: 12-2000
DOI: 10.1080/713661159
A Changed Agenda for Early Childhood Education in the Asia-Pacific
Publisher: Springer Singapore
Date: 27-10-2016
Linking Learning: Developing Cross-Sector Policies for Transitions to School
Publisher: Springer Singapore
Date: 2017
Technology in Teacher Education: examples of integration and implementation in early childhood courses
Publisher: Informa UK Limited
Date: 03-2000
Coaching practices: Building teacher capability to enhance continuity in the early years
Publisher: Elsevier BV
Date: 12-2021
Digital play: What do teachers see?
Publisher: Palgrave Macmillan US
Date: 2015
Child observation and accountability in early childhood education: Perspectives from Australia and the United States
Publisher: Springer Science and Business Media LLC
Date: 2002
Mealtime Rituals: Power and Resistance in the Construction of Mealtime Rules
Publisher: JSTOR
Date: 12-1997
DOI: 10.2307/591601
Multimodal play: A threshold concept for early childhood curriculum?
Publisher: Wiley
Date: 04-06-2021
DOI: 10.1111/BJET.13127
Abstract: A challenge for early childhood (EC) educators internationally is how to increase the integration of popular culture, media and digital technologies in EC settings to promote children's learning with digital media. But an ongoing puzzle is why the practices of some educators change, while others remain the same. Much research about teaching practice positions the locus of change in teacher beliefs, attitudes, values and knowledge. Re‐mediation by cultural tools (i.e., concepts and artefacts) offers an alternative explanation, but this still does not consistently result in hoped‐for shifts in practice. To gain further clarity, we investigated the idea of multimodal play as a ‘threshold concept’ for EC curriculum. Multimodal play integrates popular culture, media and digital technologies in ways that can promote children's learning. Considering multimodal play as a threshold concept may assist educators to adopt new practices in response to children's significant interest in and rapidly changing life worlds of popular culture, media and digital technologies. What is already known about this topic Play is the signature pedagogy of early childhood education (ECE). Professional development (PD) by EC educators about digital technologies, media and popular culture produces little change to established practices. Successful ways to integrate digital technologies, media and popular culture in EC curricula are needed. What this paper adds Draws on extant literature and empirical data to explain why multimodal play could be a threshold concept in ECE. Offers an alternative explanation to re‐mediation about why practices are difficult to change. Implications for practice and/or policy Research and PD about digital technologies, media and popular culture should treat multimodal play (not digital technologies) as a threshold concept in addressing signature pedagogies. Popular culture, media and digital technologies can add to rather than displace multimodality in children's play.
Play and Policy in Early Childhood Education in the Asia Pacific Region
Publisher: Pacific Early Childhood Education Research Association
Date: 05-2016
Young children’s agency with digital technologies
Publisher: Wiley
Date: 10-10-2021
DOI: 10.1111/CHSO.12512
Abstract: This paper examines the evidence of children's agency in research about infants, toddlers and technologies. It finds that an implicit reliance on technological determinism as a theoretical perspective for positioning technologies relative to young children's development tends to shape research in terms of understanding the impact of technologies on young children. Drawing on critical constructivism as a philosophical stance on technologies, this paper argues that children's agency with technologies may be further investigated in terms of practice architectures to better understand the social mediation of infant and toddler interactions and engagements with technologies.
Interrupting Stereotypes: Teaching and the Education of Young Children
Publisher: Informa UK Limited
Date: 30-05-2008
Rationale, Design and Methods Protocol for Participatory Design of an Online Tool to Support Industry Service Provision Regarding Digital Technology Use ‘with, by and for’ Young Children
Publisher: MDPI AG
Date: 27-11-2020
Abstract: Adults who educate and care for young children are exposed to mixed-messages about what is in the best interests of young children in digital society. Such mixed-messaging makes adult decision-making about technology use in the best interests of young children hard to achieve. This project addresses this problem by working with leading organisations providing services related to quality digital media production, online-safety education, digital play and digital parenting. Using a Participatory Design approach, families, educators, industry partners and researchers will conduct mixed-methods investigations concerning: Relationships Health and Well-being Citizenship and Play and Pedagogy to identify practices concerning technology use ‘with, by and for’ young children. Iterative design cycles will develop an Online Tool to support organisations providing services to young children and the adults responsible for their education and care. As society becomes more digital families and educators need new knowledge about what people do in digital society to inform their decision-making. This project will support organisations to use an empirically informed approach to service provision regarding using technologies in the best interests of young children.
Beyond a battery hen model?: a computer laboratory, micropolitics and educational change
Publisher: Informa UK Limited
Date: 07-2201
The Scholarship of Jonathan Silin: A Reading through the Lens of Sexuality
Publisher: SAGE Publications
Date: 03-2013
DOI: 10.2304/CIEC.2014.14.1.12
Abstract: While Jonathan Silin's ideas have challenged early childhood educators to think seriously about the relationship between developmentalism and revisioning early education, they have done much more than this. They also challenge us to know who we are and how our identities might be enacted in our teacher-selves, whether in the classroom with young children, teacher education students or engaging professionally with teachers. In doing so he shows how to resist injustice and unmasks ways in which institutions function in society to marginalise and exclude.
Childhood Studies and Play
Publisher: SAGE Publications Ltd
Date: 2014
Journal editing and ethical research practice
Publisher: Informa UK Limited
Date: 10-2011
Activity-tracking assemblages in Finnish early childhood education and care
Publisher: SAGE Publications
Date: 26-04-2023
DOI: 10.1177/09075682231172861
Abstract: Children’s activity-trackers have recently gained popularity to ensure sufficient exercise for children attending Finnish Early Childhood Education and Care settings. Device manufacturers collaborate with public and private providers and supply children with bracelets that measure activity. We interviewed staff who used trackers during 2021, and approach these technologies as assemblages where devices are entangled with discourses, rules and practices. Three events show how assemblages produced children as active/inactive gaming the algorithm, and educators seeking to use the devices pedagogically.
Professional caring as mothering
Publisher: Emerald (MCB UP )
Date: 2001
Communicating for Quality in School Age Care Services
Publisher: SAGE Publications
Date: 09-2014
DOI: 10.1177/183693911403900304
Abstract: 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.
Australian Women in the Academy
Publisher: SensePublishers
Date: 2013
The role of motive objects in early childhood teacher development concerning children’s digital play and play-based learning in early childhood curricula
Publisher: Informa UK Limited
Date: 12-03-2015
Rethinking Parent and Child Conflict
Publisher: Routledge
Date: 06-2004
A Peer Assisted Learning (PAL) approach to pre-service teacher professional experiences in Australia: organisational friendships
Publisher: Informa UK Limited
Date: 30-10-2019
Policies of interlude and interruption: stories of governance as an assemblage
Publisher: Informa UK Limited
Date: 09-01-2022
Conceptualizing professional development with and for a diverse and globally mobile early childhood education workforce
Publisher: Elsevier
Date: 2023
Reframing transitions to school as continuity practices: the role of practice architectures
Publisher: Springer Science and Business Media LLC
Date: 20-04-2018
Intentional teaching in early childhood education: A scoping review
Publisher: Wiley
Date: 10-2021
DOI: 10.1002/REV3.3309
Abstract: Despite large‐scale studies demonstrating the benefits of teacher interaction to support young children's learning, intentional teaching (IT) in early childhood education (ECE) remains a contested concept. Given the different perspectives associated with IT, the purpose of this study was to undertake a scoping review of the literature focused on IT in ECE. A systematic approach was adopted to map the evidence to identify key concepts, theories, sources and knowledge gaps. Such a review has the potential to assist researchers, practitioners and policy makers to make informed decisions about the different approaches to IT. The 101 items reviewed were selected according to the following criteria: investigated IT in some way focused on learners aged birth to 8 years made a conceptual contribution to understanding IT in ECE full text availability, and published in English between 2010 and 2019, inclusive. The search incorporated a range of items including peer‐reviewed journal articles, research reports, professional journals, an unpublished thesis and books. Results foregrounded the difficulties involved in reconciling IT and child‐led learning through play, and that these difficulties were most fiercely experienced in the 3–5 age group. An overarching conclusion was that theoretical differences influenced how learning was understood, and determined which learning outcomes were articulated and measured. This review suggests that decisions about IT in ECE are dependent on how the purposes of ECE are defined in and through policy. Rationale for this study: There appear to have been no systematic reviews of the concept of intentional teaching (IT) in early childhood education (ECE). This scoping literature review sought clarity about the nature and role of intentional teaching. It investigated issues about what, how and when IT is applicable for young children’s learning. Why the new findings matter: Intentional teaching in ECE is a contested concept despite large‐scale studies demonstrating the need for a balance between child‐led and teacher directed learning. This scoping review maps the evidence to identify key concepts, theories, sources and knowledge gaps. Implications for educational researchers and policy makers: This scoping review assists researchers, practitioners and policy makers to make informed decisions about the various approaches to IT. Decisions about IT were related to the purposes of ECE that were identified in policy, making policy influential. Theoretical perspectives framed how learning is understood and the role of educators in that learning. The disjuncture between IT and child‐led learning prevailed especially for children aged 3–5 years.
The role of cultural tools and motive objects in early childhood teachers’ curriculum decision-making about digital and popular culture play
Publisher: Informa UK Limited
Date: 20-09-2018
The ‘State of Play’ in Australia: Early Childhood Educators and Play-Based Learning
Publisher: SAGE Publications
Date: 09-2014
DOI: 10.1177/183693911403900302
Abstract: THIS ARTICLE PROVIDES AN overview of the Education Meets Play study that will investigate early childhood educators' use of play-based learning, now mandatory under the National Quality Standard. By building on what can be gleaned about educators' approaches to play-based learning prior to the implementation of the Early Years Learning Framework, the study will contribute to the evidence base concerning the implementation and effects of Australia's early childhood education and care policy reform initiatives.
Equity and educators enactingThe Australian Early Years Learning Framework
Publisher: Informa UK Limited
Date: 29-12-2015
Imagining otherwise: A (brief) Darwinian encounter with quality standards
Publisher: SAGE Publications
Date: 03-02-2016
Abstract: The prevailing discourse of quality in early childhood education in Australia and internationally supports the idea that everyone, from families to educators, policymakers, researchers and politicians, wants high-quality early childhood education programs for all young children. This dominance is so pervasive that it becomes difficult to think about quality in any other terms, putting limitations on ‘what it is possible to think’ when it comes to quality early childhood education. In an attempt to suspend the habitual and contested assumptions associated with the mission for quality, this article aims to move beyond what these discourses make it possible to think and imagine by traversing some of the territory as it exists currently in Australia. As part of this, we adopt an exploratory approach where we try and imagine otherwise. We do this by presenting a vignette, a rich description of a child ipe/sand event, which we work through using the National Quality Standard in Australia and a brief Darwinian encounter. The intention is to use what is familiar (observation, quality measurement) and make the familiar less familiar in order to create niches for variations and alternative imaginings of ‘quality’.
Reading dis/ability: interrogating paradigms in a prism of power
Publisher: Informa UK Limited
Date: 10-2008
Learning Stories as cross-national policy borrowing: The interplay of globalization and localization in preprimary education in Contemporary China
Publisher: Informa UK Limited
Date: 03-2018
New Adventures in the Politics of Literacy: an Introduction
Publisher: SAGE Publications
Date: 04-2004
Early Childhood Qualitative Research
Publisher: Routledge
Date: 18-10-2013
Healthy Sexual Development: A Multidisciplinary Framework for Research
Publisher: Informa UK Limited
Date: 25-02-2010
International Handbook of Early Childhood Education
Publisher: Springer Netherlands
Date: 2018
Curriculum, Syllabus Design and Equity
Publisher: Routledge
Date: 21-08-2012
Diversities in Early Childhood Education
Publisher: Routledge
Date: 06-08-2012
Discipline and rules in four Hong Kong kindergarten classrooms: a qualitative case study
Publisher: Informa UK Limited
Date: 19-04-2017
Transforming Ideas and Practices
Publisher: Emerald (MCB UP )
Date: 2005
Teacher Understandings of Orientation and Transition Programs from Action Research in Five Schools
Publisher: Common Ground Research Networks
Date: 2013
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