ORCID Profile
0000-0003-4452-7157
Current Organisation
Federation University Australia
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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.
Publisher: Wiley
Date: 24-10-2011
Publisher: Victoria University of Wellington Library
Date: 30-12-2018
Abstract: This review examines major changes in the early childhood sector during the National-led government from 2008 to 2017, with discussion of the possible future under the new Labour-led government. The changing pattern of provision and access to quality early childhood services for families is critiqued, along with changes in funding models, qualifications, and professional development. The revision of Te Whāriki is examined, together with tensions between the revised curriculum and the early childhood centre regulations. Specific issues such as regulatory changes around group size and licences and choices for families are explored. This review concludes with an examination of the potential of the new strategic plan, highlighting the tensions within the terms of reference and consideration of directions for research that may help inform the vision for policy and practice laid out in the strategic plan.
Publisher: Palgrave Macmillan US
Date: 2013
Publisher: Springer Science and Business Media LLC
Date: 05-09-2019
Publisher: Cambridge University Press
Date: 04-10-2012
Abstract: Literacy in Early Childhood and Primary Education provides a comprehensive introduction to literacy teaching and learning. The book explores the continuum of literacy learning and children's transitions from early childhood settings to junior primary classrooms and then to senior primary and beyond. Reader-friendly and accessible, this book equips pre-service teachers with the theoretical underpinnings and practical strategies to teach literacy. It places the 'reading wars' firmly in the past as it examines contemporary research and practices. The book covers important topics such as assessment, multiliteracies, reading difficulties and erse classrooms. Each chapter includes learning objectives, reflective questions and definitions of key terms to engage and assist readers. Written by an expert author team and featuring real-world ex les from literacy teachers and learners, the book will help pre-service teachers feel confident teaching literacy to erse age groups and abilities.
Publisher: Routledge
Date: 12-01-2018
Publisher: MDPI AG
Date: 27-08-2021
Abstract: We sought to describe and explore relationships between fundamental movement skills (FMS) and level of physical activity (PA light-, medium-, vigorous, and kCal/hour) in preschool children, aged 3–4-years-old, across four early childhood education (ECE) settings. Children’s FMS were assessed using the Test for Gross Motor Development-2 (TGMD-2 n = 81) and PA via accelerometers (S = 53). Eighty-four children participated, with 50 in both assessments. The TGMD-2 showed as the children got older, their locomotor skills (p 0.001, r = 0.512) and object control motor skills (p 0.001, r = 0.383) improved. Accelerometry showed children were primarily inactive at ECE (78.3% of the time). There were significant correlations between kCal/hour and light (p 0.001, r = −0.688), moderate (p 0.001, r = 0.599) and vigorous (p 0.001, rs = 0.707) activity, and between gross motor quotient and locomotor (p 0.001, r = 0.798) and object control (p 0.001, r = 0.367) skills. No correlation was observed between gross motor quotient and kCal/hour. To conclude, children in this cohort were primarily inactive during ECE center hours. Moreover, gross motor quotient was significantly correlated to locomotor and object control skills.
Publisher: Springer Science and Business Media LLC
Date: 21-06-2017
Publisher: Informa UK Limited
Date: 07-02-2014
Publisher: Informa UK Limited
Date: 1990
Publisher: Informa UK Limited
Date: 1990
Publisher: Informa UK Limited
Date: 1990
Publisher: Springer Science and Business Media LLC
Date: 18-04-2018
Publisher: Springer Science and Business Media LLC
Date: 09-08-2013
Publisher: Informa UK Limited
Date: 1990
Publisher: Informa UK Limited
Date: 1990
Publisher: MDPI AG
Date: 24-05-2021
Abstract: The objective of this study was to examine the effect of a 10-week physical activity (PA) programme, in early childhood education (ECE) settings, on 3 and 4-year-old children’s fundamental movement skills (FMS). A further aim was to examine FMS three-months post-intervention. The PA instructors delivered one 45 min session/week over 10 weeks, to 3- and 4-year-old children (n = 46), across four ECE centres. These sessions involved participation from ECE teachers. Children in the control group (CON n = 20) received no PA classes and completed pre- and post-intervention assessments only. Locomotor (e.g., running/hopping) and object-control (e.g., kicking/throwing) skills were assessed using the Test for Gross Motor Development-2 (TGMD-2), before and after the intervention and, for the intervention group (EXP), at 3 months. Locomotor and object-control skills significantly improved in the EXP group, with typically no change in the CON group. The EXP group’s locomotor and object-control skills were maintained at 3 months. The 10-week PA intervention successfully improved 3- and 4-year-old children’s FMS.
No related grants have been discovered for Claire McLachlan.