ORCID Profile
0000-0002-5945-0597
Current Organisation
Australian Catholic 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 | Early Childhood Education (excl. Māori) | Curriculum and Pedagogy Theory and Development | Educational Technology and Computing | Learning Sciences | Teacher Education and Professional Development of Educators | Community Child Health | Environmental Sciences Not Elsewhere Classified | Curriculum Theory And Development | Teacher Education: Early Childhood
ANZSRC Socio-Economic Objective (SEO)
Teaching and Instruction Technologies | Expanding Knowledge in Education | School/Institution Community and Environment | Learner and Learning Processes | Pedagogy | School/Institution Policies and Development | Child Health | Health Education and Promotion | Early childhood education |
Related Links
Publications
Talking about a revolution. paradigmatic change in early childhood education: From developmental to sociocultural theory and beyond
Publisher: Informa UK Limited
Date: 05-2005
Beginning teachers: Issues and experiences
Publisher: Informa UK Limited
Date: 17-12-2015
Promoting obesity prevention together with environmental sustainability
Publisher: Oxford University Press (OUP)
Date: 07-02-2013
Abstract: There is mounting evidence that current food production, transport, land use and urban design negatively impact both climate change and obesity outcomes. Recommendations to prevent climate change provide an opportunity to improve environmental outcomes and alter our food and physical activity environments in favour of a 'healthier' energy balance. Hence, setting goals to achieve a more sustainable society offers a unique opportunity to reduce levels of obesity. In the case of children, this approach is supported with evidence that even from a young age they show emerging understandings of complex environmental issues and are capable of both internalizing positive environmental values and influencing their own environmental outcomes. Given young children's high levels of environmental awareness, it is easy to see how environmental sustainability messages may help educate and motivate children to make 'healthier' choices. The purpose of this paper is to highlight a new approach to tackling childhood obesity by tapping into existing social movements, such as environmental sustainability, in order to increase children's motivation for healthy eating and physical activity behaviours and thus foster more wholesome communities. We contend that a social marketing framework may be a particularly useful tool to foster behaviour change beneficial to both personal and environmental health by increasing perceived benefits and reducing perceived costs of behaviour change. Consequently, we propose a new framework which highlights suggested pathways for helping children initiate and sustain 'healthier' behaviours in order to inform future research and potentially childhood obesity intervention strategies.
Early Childhood Australia: Statement on young children and digital technologies
Publisher: Early Childhood Australia
Date: 21-09-2018
DOI: 10.23965/ECA.001
Constructivism doesn’t only happen in the individual: sociocultural theory and early childhood education
Publisher: Informa UK Limited
Date: 2005
Identifying the factors that influence computer use in the early childhood classroom
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 24-06-2005
DOI: 10.14742/AJET.1334
Abstract: span omputers have become an increasingly accepted learning tool in the early childhood classroom. Despite initial concerns regarding the effect of computers on children's development, past research has indicated that computer use by young children can support their learning and developmental outcomes (Siraj-Blatchford & Whitebread, 2003 Yelland, 1999). Whilst this has been established, more recent research has begun to focus on the social and educational context in which computers are used in early childhood education (Brooker, 2003 Plowman & Stephen, 2005). An aspect of this focus involves understanding how educators conceive of, and use, computers in early childhood education classrooms. This paper reports the findings from a study aimed at examining twelve Victorian early childhood educators' experiences integrating computers into the early childhood classroom. The paper focuses on the factors the educators saw as influencing computer use in their classrooms. A total of nine factors were identified as important. The top four of these factors were examined in more detail, these being 1) the need for educators to have operational knowledge of the computer 2) the need to select software appropriate to the children's learning and developmental needs 3) the need for children and educators to have access to current and reliable technology and 4) the need to actively consider where (and why) the computer would be located in the classroom. /span
Numberjacks are on their way! A cultural historical reflection on contemporary society and the early childhood curriculum
Publisher: Informa UK Limited
Date: 10-2010
Converged play characteristics for early childhood education: multi-modal, global-local, and traditional-digital
Publisher: Informa UK Limited
Date: 28-05-2020
ICT in Play-Based Coontexts
Publisher: Springer Netherlands
Date: 2013
Building collaborative competencies through play with outdoor loose parts materials in primary school
Publisher: Informa UK Limited
Date: 03-04-2022
The camera is not a methodology: towards a framework for understanding young children's use of video cameras
Publisher: Informa UK Limited
Date: 27-01-2014
Young children's everyday concepts of the internet: A platform for cyber-safety education in the early years
Publisher: Wiley
Date: 12-2018
DOI: 10.1111/BJET.12529
Everyday environmental education experiences: The role of content in early childhood education
Publisher: Cambridge University Press (CUP)
Date: 07-2014
DOI: 10.1017/AEE.2014.37
Conflicting Guidelines on Young Children's Screen Time and Use of Digital Technology Create Policy and Practice Dilemmas
Publisher: Elsevier BV
Date: 11-2018
Early childhood curriculum: Planning, assessment and implementation
Publisher: Cambridge University Press
Date: 22-03-2010
Abstract: Early Childhood Curriculum addresses current approaches to curriculum for infants, toddlers and young children, ages birth to eight. It provides a comprehensive introduction to the curriculum issues that student teachers and emerging practitioners will face and equips them with the decision-making tools that will ultimately enhance and promote young children's learning. The text proposes a cultural historical framework to explore erse approaches to early years education, drawing on research and ex les of practice across a range of international contexts. It offers a clear focus on domain areas of the curriculum - the arts, health and wellbeing, literacy and language, science and maths, and information and communication technology - so that teachers are able to gain a breadth of understanding and effectively plan, design and implement curriculum strategy.
Feasibility of conducting a randomized trial to promote healthy eating, active play and sustainability awareness in early childhood curricula
Publisher: Informa UK Limited
Date: 22-02-2016
New Directions: Charting the Paths for the Role of Sociocultural Theory in Early Childhood Education and Curriculum
Publisher: SAGE Publications
Date: 09-2003
Abstract: This article identifies the growing role of sociocultural theory as an informant to the early childhood curriculum. Beginning with a brief description of the more traditional Piagetian interpretation regarding development and its use in early childhood education and curricula such as DAP (Developmentally Appropriate Practice), the article identifies key theoretical arguments made against this view on the basis of ontological, methodological and/or epistemological precepts. The growing literature regarding the use of curriculum approaches to early childhood education based on the sociocultural explanations for development proposed by Vygotsky and Rogoff are identified. The article argues that the manner in which sociocultural theory is being utilised in early childhood education may be considered in terms of three main ‘pathways’, including the transformative, assimilated positivist and social-constructivist paths.
Playgroups as sites for parental education
Publisher: SAGE Publications
Date: 24-09-2017
Abstract: There is widespread international interest in parental education as a means of promoting educational equality through improving educational outcomes for young children. The research in this area suggests an association between the home learning environment and children’s educational outcomes and highlights the importance of parental education for supporting young children’s learning through play. This article reviews the international literature around parental education initiatives (or ‘interventions’) in early childhood and then considers playgroups as potential sites for parental education. The article identifies the universal features of playgroups that make these sites appealing for the implementation of parental education initiatives and discusses the complexities associated with the design of interventions aimed at meeting the erse needs of parents attending playgroups. It concludes by providing a case for community playgroups as cultural contexts, to be considered sites for parental education through curriculum aimed at supporting parents to actively engage in their children’s learning and development through play.
Why i hated socio-cultural theory: confessions of a reformed cognitive-developmentalist
Publisher: Informa UK Limited
Date: 07-2005
Problem-based Learning in Early Childhood and Primary Pre-Service Teacher Education: Identifying the Issues and Examining the Benefits
Publisher: Edith Cowan University
Date: 05-2007
‘Stop Thinking of Culture as Geography’: Early Childhood Educators' Conceptions of Sociocultural Theory as an Informant to Curriculum
Publisher: SAGE Publications
Date: 09-2006
DOI: 10.2304/CIEC.2006.7.3.238
Abstract: The discourse and concepts associated with sociocultural theory have become increasingly important in discussion associated with early childhood education and curriculum at a theoretical level since the early 1990s. However, the extent to which such ideas have been adopted and understood by early childhood educators at the level of practice remains unclear. This study reports the findings from an investigation aimed at examining the understandings of sociocultural theory held by a group of early childhood educators and assistants without previous in-depth exposure to the discourse and concepts of sociocultural theory. The findings suggested that the educators initially interpreted sociocultural theory in multicultural terms. As opportunity to explore their ideas continued, this understanding shifted to one in which the educators saw sociocultural theory as related to the children they taught within their educational contexts. Questions were raised by the educators regarding the extent to which sociocultural theory challenged their existing sense of self as teachers.
Young children's internet cognition
Publisher: Routledge
Date: 08-09-2015
Children's learning and developmental potential: examining the theoretical informants of early childhood curricula from the educator's perspective
Publisher: Informa UK Limited
Date: 03-2005
Digital play and technologies in the early years
Publisher: Informa UK Limited
Date: 02-04-2015
Lessons from ‘a really useful engine’™: using Thomas the Tank Engine™ to examine the relationship between play as a leading activity, imagination and reality in children’s contemporary play worlds
Publisher: Informa UK Limited
Date: 06-2011
Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge Through Play-Based Learning
Publisher: Informa UK Limited
Date: 2013
Higher education in the twenty-first century: examining the interface between graduate attributes, online and problem-based learning at Monash university
Publisher: Informa UK Limited
Date: 10-2005
Teacher education research and the role of place
Publisher: Informa UK Limited
Date: 03-04-2014
Digital disconnect or digital difference? A socio-ecological perspective on young children’s technology use in the home and the early childhood centre
Publisher: Informa UK Limited
Date: 06-04-2016
Pedagogical Play Types: What Do They Suggest for Learning About Sustainability in Early Childhood Education?
Publisher: Springer Science and Business Media LLC
Date: 06-03-2013
Supported playgroups in schools: Bonding and bridging family knowledge about transition to formal schooling
Publisher: Informa UK Limited
Date: 26-01-2018
Note from the editors
Publisher: Informa UK Limited
Date: 13-07-2016
Towards contemporary play: Sociocultural theory and the digital-consumerist context
Publisher: SAGE Publications
Date: 08-2014
Abstract: This article introduces the notion of ‘contemporary’ play in relation to existing ideas about children’s play, learning and development from a sociocultural perspective. The need to think about the nature of contemporary play is considered in response to arguments suggesting that the quality of children’s play has declined in line with their increased access to digital technologies, digital media and consumer-based products. In this article, the notion of the digital-consumerist context is explored as a way of thinking about how the increased availability of these technologies, media and products has evolved and converged to create a particular site for development which connects with existing understandings about play as a leading activity and the role of mature play in children’s development. Rather than positioning technologies, media and products as causes of deficiencies in children’s play, it is suggested instead that the digital-consumerist context promotes a form of direct cultural participation for young children (0–8 years of age) with the potential for realising multiple ways of participating in a continuum of digital to non-digital experiences. These experiences are framed as a form of cultural connection that aligns with existing sociocultural accounts of play as a process of cultural interpretation. This raises questions regarding the role of contemporary play in the digital-consumerist context, particularly in terms of the relationship between play and development in the early years.
Digital play: What do teachers see?
Publisher: Palgrave Macmillan US
Date: 2015
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.
from developmental-constructivism to socio-cultural theory and practice
Publisher: SAGE Publications
Date: 02-2007
Abstract: In recent years, sociocultural theory has become an increasingly popular theoretical explanation for development and learning in early childhood education. The articulation of sociocultural theory to practice by teachers used to a predominately developmental-constructivist theoretical perspective represents an area of emerging research interest. This article examines the appropriation of sociocultural theory by a group of Australian early childhood educators participating in a professional development program informed by Developmental Work Research (DWR). The DWR methodology offers the opportunity to examine the processes involved for educators when learning to operate within a new conceptual framework and the implications this holds for their practice. The findings suggest that appropriation of a new theoretical framework such as sociocultural theory involves educators critiquing and analysing existing practices, participating in opportunities to implement new models of work in addition to reflection on new ways of seeing children, growth, learning and development.
The SAGE handbook of play and learning in early childhood
Publisher: SAGE Publications Ltd
Date: 2014
Obesity prevention interventions in early childhood education and care settings with parental involvement: a systematic review
Publisher: Informa UK Limited
Date: 18-12-2015
New concepts of play and the problem of technology, digital media and popular-culture integration with play-based learning in early childhood education
Publisher: Informa UK Limited
Date: 19-11-2015
'It's all about Ben10™'
Publisher: Informa UK Limited
Date: 02-2013
Developing a measure to understand young children’s Internet cognition and cyber-safety awareness: a pilot test
Publisher: Informa UK Limited
Date: 02-07-2016
Young children learning about well-being and environmental education in the early years: a funds of knowledge approach
Publisher: Informa UK Limited
Date: 25-07-2016
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.
Play-based Learning and Intentional Teaching: Forever Different?
Publisher: SAGE Publications
Date: 06-2017
Abstract: PLAY-BASED LEARNING IS a cornerstone of early childhood education provision. Play provides opportunities for young children to explore ideas, experiment with materials and express new understandings. Play can be solitary, quiet and reflective. Play can also be social, active and engaging. While play is commonly understood as the basis for learning in early childhood education, this is not always the situation in all settings. Cultural variations in learning and play suggest that social interactions and observational learning also create powerful pedagogical learning environments for young children. International and national research highlights the value of sustained and reflective interactions between children and educators in promoting children's learning. Increasingly, the notion of quality in play-based pedagogy invites educators to integrate traditional beliefs about play with new insights into the role of social interactions, modelling and relationships in young children's learning. Overseas, the movement towards quality play-based pedagogy reflects debate and policy initiatives captured by the notion of intentional teaching. In Australia, the Early Years Learning Framework makes explicit reference to intentional teaching. Intentional teaching arguably engages educators and children in shared thinking and problem solving to build the learning outcomes of young children. However, the pedagogical relationship between play-based learning and intentional teaching remains difficult to conceptualise. This is because the value placed on the exploratory potential of play-based learning can appear to be at odds with the role of intentional teaching in promoting knowledge development. This paper reaches beyond binary constructs of play and intentional teaching, and invites consideration of a new Pedagogical Play-framework for inspiring pedagogical and curriculum innovation in the early years. This paper was a keynote address at the 2016 Early Childhood Australia National Conference addressing the theme Inspire-be inspired to reach beyond quality.
Children learning to use technologies through play: A Digital Play Framework
Publisher: Wiley
Date: 08-2014
DOI: 10.1111/BJET.12191
‘Technological me’: young children’s use of technology across their home and school contexts
Publisher: Informa UK Limited
Date: 25-08-2013
Touching the screen: issues related to the use of touchscreen technology in early childhood education
Publisher: Wiley
Date: 16-05-2003
Teachers, technologies and the concept of integration
Publisher: Informa UK Limited
Date: 11-08-2015
The Routledge Handbook of Digital Literacies in Early Childhood
Publisher: Routledge
Date: 05-07-2019
Young children and digital technology: Australian early childhood education and care sector adults’ perspectives
Publisher: SAGE Publications
Date: 06-2018
Abstract: THIS PAPER REPORTS ON the findings of a sector-wide survey conducted as part of a multi-component process in Early Childhood Australia's development of a national Statement on young children and digital technology for those working within early childhood education and care (ECEC) settings. The survey sought broad comment and feedback from the Australian ECEC sector regarding adult perspectives on young children and digital technology. The cross-sectional online survey included 12 Likert scale items and three open-ended questions. Five hundred and fifteen participants representing various roles, ages and locations completed the survey. Findings suggest the sector holds erse and complex perspectives, including appreciation for the learning and teaching opportunities afforded via technology, and concerns for children's health and digital citizenship. Findings also highlight the need for evidence-based practices and sector-wide support in the pedagogical use of technology that enhances children's physical, emotional and social health and development.
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
Linear and Nonlinear Optical Properties of Quadrupolar Bithiophenes and Cyclopentadithiophenes as Fluorescent Oxygen Photosensitizers
Publisher: MDPI AG
Date: 20-02-2023
Abstract: The linear and nonlinear optical properties of two quadrupolar bithiophenes and two quadrupolar cyclopentadithiophenes have been investigated. At the 5,5′ positions of the central bi/dithiophene units, the molecules possess 1,4-phenylalkynyl groups that bear either electron-donating (NPh2) or electron-withdrawing (SO2CF3) groups. The optical properties were experimentally studied and modelled via quantum chemistry computations of key configurations and conformations. All the compounds show good light harvesting efficiency due to their strong absorption in the visible range. These fluorescent compounds are also good two-photon absorbers in the NIR range that can photosensitize oxygen in toluene. DFT calculations reveal that the mixtures of conformers in a solution show similar linear optical properties. TD-DFT calculations reproduce the experimental spectroscopic data fairly well, including vibronic couplings in the fluorescence spectra. The lowest excited state for two-photon absorption corresponds to the S2 state. The roles of the SO2CF3 and NPh2 terminal groups on the nonlinear response were analyzed for possible bio-oriented applications, with the cyclopentadithiophenes showing the most promising figures of merit.
Researching teacher education in the context of teacher education reform
Publisher: Informa UK Limited
Date: 07-2014
Laura's story: using problem based learning in early childhood and primary teacher education
Publisher: Elsevier BV
Date: 05-2006
Professional learning in pre-service and in-service teacher education: Contexts and issues
Publisher: Informa UK Limited
Date: 10-04-2015
Early childhood education and health working in partnership: the critical role early childhood educators can play in childhood obesity prevention
Publisher: Informa UK Limited
Date: 20-01-2017
Digital technology use by and with young children: A systematic review for the Statement on Young Children and Digital Technologies
Publisher: SAGE Publications
Date: 18-03-2019
Abstract: This paper reports on a systematic review of the literature conducted to inform Early Childhood Australia (ECA) in the development of a national Statement on Young Children and Digital Technologies. The review examines empirical studies published between 2012 and 2017 identified through systematic screening to advise adults on appropriate digital technology use ‘by and with’ young children aged birth to eight years. Four themes are canvassed in this review: (1) healthy practices (2) relationships (3) pedagogy and (4) digital play. Findings from the themes suggest advice for adults working in the early childhood education and care (ECEC) sector about appropriate digital technology use ‘by and with’ young children.
Exploring Key Issues in Early Childhood and Technology
Publisher: Routledge
Date: 04-07-2019
A review of community playgroup participation
Publisher: SAGE Publications
Date: 21-04-2020
Abstract: Community playgroups, which are one type of playgroup and early childhood service, operate on a weekly basis under the leadership of volunteer caregivers (including parents, kinship members, family-day carers and other adults in children’s lives). Caregivers and children voluntarily attend and participate in community playgroups. Although community playgroups operate throughout Australia and similar models exist internationally, little is known about the benefits and/or otherwise of community playgroup participation for children, families and communities. A review of the research into community playgroup participation, specifically research investigating children and families’ participation in community playgroups published between 2000 and 2018, is reported in this paper. The findings from the five peer-reviewed papers identified through the search provide directions for further research needed to build the evidence base for community playgroup participation.
Book Reviews: Key Times for Play: The First Three Years, Complementing the Computer Puzzle: A Guide for Early Childhood Educators, Shaping Early Childhood: Learners, Curriculum and Contexts
Publisher: SAGE Publications
Date: 09-2004
Teacher practices for building young children’s concepts of the internet through play-based learning
Publisher: James Nicholas Publishers
Date: 06-2018
DOI: 10.7459/EPT/40.1.03
Integrating peer assisted learning and eLearning: Using innovative pedagogies to support learning and teaching in higher education settings
Publisher: Edith Cowan University
Date: 05-2012
Imagination and sociodramatic play using Minecraft and FaceTime as a digitally-mediated environment
Publisher: SAGE Publications
Date: 14-02-2023
DOI: 10.1177/20427530231156183
Abstract: This research investigates how children located in separate homes use the psychological function of imagination to engage in sociodramatic play using networked digital technologies. Specifically, it examines how 7- to 8-year-old children create imaginary play situations in the same Minecraft: Education Edition digitally-mediated environment whilst synchronously using the FaceTime video-communication tool to discuss their play. Drawing on cultural-historical conceptualizations of play, findings identified in this study describe how children reworked and combined elements of reality via imagination to enable online sociodramatic play. This study provides theoretical insight into how adults may best foster children’s imagination in digitally-mediated environments to support online sociodramatic play, of especial benefit to children during periods of lockdown associated with the global pandemic.
Contemporary pre-service and in-service teacher education: New learning and new demands
Publisher: Informa UK Limited
Date: 14-04-2016
Observing and assessing young children's digital play in the early years: Using the Digital Play Framework
Publisher: SAGE Publications
Date: 05-05-2017
Abstract: Early childhood education settings are characterized by the use of play-based learning and the assessment of children’s play by teachers to promote further learning. A problem with technology use in early childhood settings is that little is known about how children learn to use technologies through play. This lack of knowledge makes it difficult for teachers to observe and assess how young children in their settings are learning to use technologies. In this article, we report on the use of a new framework we have previously developed to help educators observe and assess young children’s learning to use technologies through play. Known as the Digital Play Framework, the framework draws on Vygotsky’s ideas about tool mediation to position technologies as tools that children learn to master according to Hutt’s conceptualization of epistemic and ludic play. We suggest that the Digital Play Framework holds potential for supporting educators to identify children’s learning to use technologies through play and therefore opportunities for extending the provision of play-based technology education in the early years.
Child-framed video research methodologies: issues, possibilities and challenges for researching with children
Publisher: Informa UK Limited
Date: 11-2013
Teaching through assessment: reconsidering the transfer problem through a convergence of technology and assessment in early childhood teacher education
Publisher: Informa UK Limited
Date: 25-07-2012
Promoting healthy eating, active play and sustainability consciousness in early childhood curricula, addressing the Ben10™ problem: a randomised control trial
Publisher: Springer Science and Business Media LLC
Date: 03-06-2014
Digital play in the early years: a contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum
Publisher: Informa UK Limited
Date: 06-2013
Professionalism, identity, and theory-practice in teacher education
Publisher: Informa UK Limited
Date: 02-01-2014
School playgroups: Which features of provision matter?
Publisher: Wiley
Date: 28-03-2022
DOI: 10.1002/BERJ.3785
Abstract: This paper identifies the shared features of provision in exemplar school playgroups defined using the social capital concepts of bonding and bridging relationships. Relationships promote capabilities amongst people, with play a known capability for advancing children's developmental and educational outcomes. By attending to the bonding and bridging relationships in each school playgroup, exemplar groups were identified and studied to reveal their shared features of provision. Six main features of provision were identified, including materials, facilitator, space, location, scheduling and health and safety. Awareness of these features may benefit school leaders and/or governance seeking to implement a school playgroup within their own community. Findings from this project suggest high‐performing school playgroups can operate in areas of lower and higher socioeconomic status and/or parental education, and in regional and rural areas.
The value of philosophical debate in researching the education of teachers
Publisher: Informa UK Limited
Date: 18-02-2015
Call for Research – The Consuming Child-in-Context in Unhealthy and Unsustainable Times
Publisher: Cambridge University Press (CUP)
Date: 2010
DOI: 10.1017/S0814062600000811
Abstract: Childhood obesity is a highly complex issue with serious health and environmental implications. It has been postulated that young children (preschool-aged in particular) are able to internalise positive environmental beliefs. Applying a socioecological theoretical perspective, in this discussion paper we argue that although children may internalise such beliefs, they commonly behave in ways that contradict these beliefs as demonstrated by their consumer choices. The media directly influences these consumer choices and growing evidence suggests that media exposure (particularly commercial television viewing) may be a significant “player” in the prediction of childhood obesity. However, there is still debate as to whether childhood obesity is caused by digital media use per se or whether other factors mediate this relationship. Growing evidence suggests that researchers should examine whether different types of content have conflicting influences on a child's consumer choices and, by extension, obesity. The extent to which young children connect their consumer choices and the sustainability of the produces they consume with their overall health and wellbeing has not previously been researched. To these ends, we call for further research on this socioecological phenomenon among young children, particularly with respect to the influence of digital media use on a child's consumer behaviours.
Everyday Environmental Education Experiences: The Role of Content in Early Childhood Education
Publisher: Cambridge University Press (CUP)
Date: 2006
DOI: 10.1017/S0814062600001348
Abstract: In recent years discussions surrounding early childhood curriculum has focused on the movement from developmental to sociocultural theory. A further area worthy of investigation involves the role of content in early childhood education, specifically the relationship between content, context and pedagogy. The paper draws on teacher vignettes to consider how environmental education can be represented as a content area in early years education. Issues associated with environmental education as an emerging area of importance in early childhood education are also discussed.
Young children playing and learning in a digital age
Publisher: Routledge
Date: 27-11-2017
Community playgroup social media and parental learning about young children's play
Publisher: Elsevier BV
Date: 12-2017
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