University students studying to attain an early childhood teaching degree frequently face a triad of competing demands – study, work and personal – that affect their capacity to maintain studies to successfully complete their qualification. In the Australian government’s ten-year early childhood workforce strategy, mentoring was identified as a priority area. Mentoring during university studies boosts professional confidence in becoming a qualified teacher. In this study, framed through a Community of Practice, 56 mentees, 13 mentors, three academic mentors and four First Nations’ cultural advisors, engaged in a 26-week mentoring program. Findings indicate that mentoring from the beginning of university studies can ameliorate the triad of demands. However, a realistic consideration of the time available in relation to these factors is essential. This study offers evidence for funding mentoring programs to enable engagement in university studies and potentially boost the early childhood workforce, with implications for employers, universities and government.
{"title":"Becoming university qualified early childhood teachers: Studying with structured mentoring","authors":"Rebecca Andrews, Manjula Waniganayake, Fay Hadley, Iain Hay, Leanne Holt","doi":"10.1177/18369391241274801","DOIUrl":"https://doi.org/10.1177/18369391241274801","url":null,"abstract":"University students studying to attain an early childhood teaching degree frequently face a triad of competing demands – study, work and personal – that affect their capacity to maintain studies to successfully complete their qualification. In the Australian government’s ten-year early childhood workforce strategy, mentoring was identified as a priority area. Mentoring during university studies boosts professional confidence in becoming a qualified teacher. In this study, framed through a Community of Practice, 56 mentees, 13 mentors, three academic mentors and four First Nations’ cultural advisors, engaged in a 26-week mentoring program. Findings indicate that mentoring from the beginning of university studies can ameliorate the triad of demands. However, a realistic consideration of the time available in relation to these factors is essential. This study offers evidence for funding mentoring programs to enable engagement in university studies and potentially boost the early childhood workforce, with implications for employers, universities and government.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-21DOI: 10.1177/18369391241274798
Rosalyn Muir, Steven J Howard, Lisa Kervin
Higher educator qualifications and training are associated with more positive child outcomes. For in-service educators, professional learning (PL) is promotive of high-quality pedagogical practices. Yet rarely is PL efficacy evaluated. This paper elucidates the principles underpinning a PL program for in-service preschool educators that generated educator-level practice change and child-level self-regulation and executive function improvement. Grounded in contemporary research on characteristics for effective PL, expected mechanisms of change are articulated in relation to the design and implementation of PL programs. Mechanisms included: presenting credible information from high-quality evidence and sources; managing educators’ cognitive load; modelling new learning within the specific educational context; and encouraging self-monitoring. This paper details how the PL program leverages these mechanisms, in alignment with recognised characteristics for effective PL. Through this mapping, this paper provides an example of the potential of PL to foster a positive shift in educator practices.
{"title":"Increasing the odds for success: Applying evidence-based professional learning to foster self-regulation and executive functioning in preschool classrooms","authors":"Rosalyn Muir, Steven J Howard, Lisa Kervin","doi":"10.1177/18369391241274798","DOIUrl":"https://doi.org/10.1177/18369391241274798","url":null,"abstract":"Higher educator qualifications and training are associated with more positive child outcomes. For in-service educators, professional learning (PL) is promotive of high-quality pedagogical practices. Yet rarely is PL efficacy evaluated. This paper elucidates the principles underpinning a PL program for in-service preschool educators that generated educator-level practice change and child-level self-regulation and executive function improvement. Grounded in contemporary research on characteristics for effective PL, expected mechanisms of change are articulated in relation to the design and implementation of PL programs. Mechanisms included: presenting credible information from high-quality evidence and sources; managing educators’ cognitive load; modelling new learning within the specific educational context; and encouraging self-monitoring. This paper details how the PL program leverages these mechanisms, in alignment with recognised characteristics for effective PL. Through this mapping, this paper provides an example of the potential of PL to foster a positive shift in educator practices.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"43 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-05DOI: 10.1177/18369391241271584
Gai Lindsay
{"title":"Grappling with complexity in the search for quality early childhood service delivery: Elevating interpersonal relationships and trust as a value for research","authors":"Gai Lindsay","doi":"10.1177/18369391241271584","DOIUrl":"https://doi.org/10.1177/18369391241271584","url":null,"abstract":"","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"372 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/18369391241270508
Tessa Anne McCosh, Linda Rose Clarke
Mentoring is highly valued to support teachers’ professional growth. Yet little is known about mentors’ experiences and roles in supporting early childhood education teachers in Aotearoa New Zealand. This study sought to fill that gap by asking mentors how they foster teachers’ capacity, as well as the barriers and enablers they have experienced as mentors. Utilising an online survey, data were gathered from 138 participants who had diverse experiences of mentoring across the career span and came from a variety of early childhood organisations in Aotearoa New Zealand. This article reports on how mentors view their roles, the specific strategies and practices they use, and the challenges they face. While it is recognised that mentoring is a complex, skilled and rewarding role, many mentors may not have access to professional development and mentorship to support them in their roles as mentors.
{"title":"Mentoring in Aotearoa New Zealand early childhood education","authors":"Tessa Anne McCosh, Linda Rose Clarke","doi":"10.1177/18369391241270508","DOIUrl":"https://doi.org/10.1177/18369391241270508","url":null,"abstract":"Mentoring is highly valued to support teachers’ professional growth. Yet little is known about mentors’ experiences and roles in supporting early childhood education teachers in Aotearoa New Zealand. This study sought to fill that gap by asking mentors how they foster teachers’ capacity, as well as the barriers and enablers they have experienced as mentors. Utilising an online survey, data were gathered from 138 participants who had diverse experiences of mentoring across the career span and came from a variety of early childhood organisations in Aotearoa New Zealand. This article reports on how mentors view their roles, the specific strategies and practices they use, and the challenges they face. While it is recognised that mentoring is a complex, skilled and rewarding role, many mentors may not have access to professional development and mentorship to support them in their roles as mentors.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"13 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141883265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.1177/18369391241256173
Kelly Bittner
{"title":"Listening, empowering and innovating - Reflections from the AJEC Symposium 2024","authors":"Kelly Bittner","doi":"10.1177/18369391241256173","DOIUrl":"https://doi.org/10.1177/18369391241256173","url":null,"abstract":"","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"82 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140939010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-02DOI: 10.1177/18369391241250103
Yihan Sun, Mitchell Bowden, Lee Cameron, Helen Skouteris, Claire Blewitt
Early Childhood Education and Care (ECEC) services are critical points of intervention for children impacted by trauma. Intervention Mapping was utilised to develop an initiative for trauma-informed organisational change in ECEC. This paper describes how the research team understood the need and opportunity for the program using Intervention Mapping Step 1. This included: (i) convening a planning group, (ii) conducting needs assessment, (iii) describing the context for intervention, and (iv) establishing program goals. Benefits, challenges, and recommendations on using Intervention Mapping for program development in ECEC settings are discussed.
{"title":"Understanding the need and opportunity for a trauma-informed early childhood organisations (TIO) program using intervention mapping","authors":"Yihan Sun, Mitchell Bowden, Lee Cameron, Helen Skouteris, Claire Blewitt","doi":"10.1177/18369391241250103","DOIUrl":"https://doi.org/10.1177/18369391241250103","url":null,"abstract":"Early Childhood Education and Care (ECEC) services are critical points of intervention for children impacted by trauma. Intervention Mapping was utilised to develop an initiative for trauma-informed organisational change in ECEC. This paper describes how the research team understood the need and opportunity for the program using Intervention Mapping Step 1. This included: (i) convening a planning group, (ii) conducting needs assessment, (iii) describing the context for intervention, and (iv) establishing program goals. Benefits, challenges, and recommendations on using Intervention Mapping for program development in ECEC settings are discussed.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"38 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140837682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pan Jing, Chaomin Wu, Chunling Du, Lei Zhou, Liang Gu
Background: To evaluate the predictive value of sICAM-1 and sP-Selectins in the risk of death in a prospective cohort of adult acute respiratory distress syndrome (ARDS).
Methods: Adult ARDS patients were included. Plasma sICAM-1, sP-Selectins, and inflammatory cytokines (TNF-α, IL-1b, IL-6, IL-8, and IL-17A) were detected in ARDS subjects. The correlation between different factors and the potential of sICAM-1 and sP-Selectins as endothelial markers to predict the risk of deathfrom ARDS was analyzed.
{"title":"Predictive value of plasma sICAM-1 and sP-Selectins in the risk of death in patients with acute respiratory distress syndrome.","authors":"Pan Jing, Chaomin Wu, Chunling Du, Lei Zhou, Liang Gu","doi":"10.5937/jomb0-45340","DOIUrl":"10.5937/jomb0-45340","url":null,"abstract":"<p><strong>Background: </strong>To evaluate the predictive value of sICAM-1 and sP-Selectins in the risk of death in a prospective cohort of adult acute respiratory distress syndrome (ARDS).</p><p><strong>Methods: </strong>Adult ARDS patients were included. Plasma sICAM-1, sP-Selectins, and inflammatory cytokines (TNF-α, IL-1b, IL-6, IL-8, and IL-17A) were detected in ARDS subjects. The correlation between different factors and the potential of sICAM-1 and sP-Selectins as endothelial markers to predict the risk of deathfrom ARDS was analyzed.</p>","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"27 1","pages":"209-218"},"PeriodicalIF":2.5,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11062343/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87745346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges. Guided by the relational lenses of respect, responsibility and reciprocity, we conducted focus groups with children across five Australian early education centres. We found that Acknowledgement practices were evident through recitation of their Acknowledgement to Country, engaging with artefacts, and/or discussion of artworks. Secondly, children demonstrated emerging understandings about place names, the symbolic use of flags for places and people, and Australian plants and animals. Thirdly, Aboriginal cultures as living cultures were evident in temporal discussions about people and culture. Finally, imaginative play implied efforts to make sense of Aboriginal concepts and language. Across the study, children were active in experimenting with ideas in their own meaning making. Acknowledgement to Country was not a moment in the day; rather, it was embedded throughout the day through routines, storytelling, play and creative activities, all designed to foster learning.
{"title":"‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres","authors":"Cris Townley, Kerry Staples, Christine Woodrow, Elise Baker, Michelle Lea Locke, Rebekah Grace, Catherine Kaplun","doi":"10.1177/18369391241242150","DOIUrl":"https://doi.org/10.1177/18369391241242150","url":null,"abstract":"This paper explores children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges. Guided by the relational lenses of respect, responsibility and reciprocity, we conducted focus groups with children across five Australian early education centres. We found that Acknowledgement practices were evident through recitation of their Acknowledgement to Country, engaging with artefacts, and/or discussion of artworks. Secondly, children demonstrated emerging understandings about place names, the symbolic use of flags for places and people, and Australian plants and animals. Thirdly, Aboriginal cultures as living cultures were evident in temporal discussions about people and culture. Finally, imaginative play implied efforts to make sense of Aboriginal concepts and language. Across the study, children were active in experimenting with ideas in their own meaning making. Acknowledgement to Country was not a moment in the day; rather, it was embedded throughout the day through routines, storytelling, play and creative activities, all designed to foster learning.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"44 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140202263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-08DOI: 10.1177/18369391231224490
Charlotte Kamrudeen, Harriet Star, Desma-Ann van Rosendal
This paper presents the findings of a ten-week research project exploring the intricacies of a co-located intergenerational program in Southeast Queensland. The research involved an early learning centre, North Early Learning, operated by a large not-for-profit organisation, Queensland Child Learning, and an aged care residence, Aged Care Living (pseudonyms). The research question underpinning this paper focused on identifying the views of educators, children, and families currently attending the early childhood education and care centre who will participate in the co-located intergenerational program. Employing a community-based participatory research approach, the study explores the perspectives of educators, children, and families participating in the program through visual children’s surveys, facilitated interviews, and online surveys. The findings highlight positive attitudes from educators and families toward intergenerational programs, leading to the development of an implementation timeline aligned with the needs of educators, children, and families that are reflective of the unique context of the centre.
{"title":"Using community-based participatory research to support the development of a co-located intergenerational program","authors":"Charlotte Kamrudeen, Harriet Star, Desma-Ann van Rosendal","doi":"10.1177/18369391231224490","DOIUrl":"https://doi.org/10.1177/18369391231224490","url":null,"abstract":"This paper presents the findings of a ten-week research project exploring the intricacies of a co-located intergenerational program in Southeast Queensland. The research involved an early learning centre, North Early Learning, operated by a large not-for-profit organisation, Queensland Child Learning, and an aged care residence, Aged Care Living (pseudonyms). The research question underpinning this paper focused on identifying the views of educators, children, and families currently attending the early childhood education and care centre who will participate in the co-located intergenerational program. Employing a community-based participatory research approach, the study explores the perspectives of educators, children, and families participating in the program through visual children’s surveys, facilitated interviews, and online surveys. The findings highlight positive attitudes from educators and families toward intergenerational programs, leading to the development of an implementation timeline aligned with the needs of educators, children, and families that are reflective of the unique context of the centre.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"138 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140074232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-19DOI: 10.1177/18369391241234735
Xuenan Zhao, Steven Roberts
Although studies have investigated the enablers and barriers of digital teaching and learning of STEM, the integration of digital technologies into teaching geometry – one of the main mathematical concepts, is frequently ignored and does not garner much scholarly attention. To fill this specific gap, this small-scale qualitative study explored the perspectives of four early childhood educators who have successful experience in using digital technologies in the teaching and learning of geometry with preschool-age children. The analysis of data uncovered early childhood educators’ effective pedagogical practices of digital geometry teaching while discussing the pedagogical benefits and challenges of embedding digital educational materials in geometric teaching. The findings of this research can particularly contribute to a qualitative lens of practically utilising digital technologies in engaging children in explorative geometric learning, which thereby provides valuable information for early childhood stakeholders to take into consideration in digital pedagogies of geometry education.
{"title":"Australian early childhood educators’ perspectives on digital teaching of geometry: The pedagogical enablers and barriers","authors":"Xuenan Zhao, Steven Roberts","doi":"10.1177/18369391241234735","DOIUrl":"https://doi.org/10.1177/18369391241234735","url":null,"abstract":"Although studies have investigated the enablers and barriers of digital teaching and learning of STEM, the integration of digital technologies into teaching geometry – one of the main mathematical concepts, is frequently ignored and does not garner much scholarly attention. To fill this specific gap, this small-scale qualitative study explored the perspectives of four early childhood educators who have successful experience in using digital technologies in the teaching and learning of geometry with preschool-age children. The analysis of data uncovered early childhood educators’ effective pedagogical practices of digital geometry teaching while discussing the pedagogical benefits and challenges of embedding digital educational materials in geometric teaching. The findings of this research can particularly contribute to a qualitative lens of practically utilising digital technologies in engaging children in explorative geometric learning, which thereby provides valuable information for early childhood stakeholders to take into consideration in digital pedagogies of geometry education.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"30 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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