Pub Date : 2024-06-07DOI: 10.1177/18369391241260475
Amy Graham, Jan Matthews, Catherine Wade
Home-based parenting interventions foster positive parent-child relationships and parenting skills that reduce risks to child outcomes associated with social disadvantage. This article extends evidence about the value of one such program — the Home Interaction Program for Parents and Youngsters (HIPPY) — through qualitative examination of a new version targeting parents of three-year-olds. Interviews with 102 parents and 10 Coordinators were analysed thematically to explore demand, acceptability, and impact of HIPPY Age 3. Findings from this nation-wide pilot suggest the program is associated with improvements in parents’ awareness of children’s strengths and interests, increased opportunities for parent-child interaction through play-based learning, and enhanced understanding about parents’ role in creating a stimulating learning environment at home. While the extent to which this translates to parent behaviour change and benefits to children requires further examination, this study endorses investment in HIPPY Age 3 as an acceptable and flexible early childhood parenting intervention.
以家庭为基础的育儿干预措施可以培养积极的亲子关系和育儿技能，从而降低与社会不利条件相关的儿童风险。本文通过对针对三岁儿童家长的新版本--"父母与青少年家庭互动计划"（HIPPY）--进行定性研究，扩展了有关此类计划价值的证据。对 102 位家长和 10 位协调员的访谈进行了专题分析，以探讨 HIPPY Age 3 的需求、可接受性和影响。这项全国性试点项目的研究结果表明，该项目提高了家长对儿童特长和兴趣的认识，通过游戏式学习增加了亲子互动的机会，并加深了家长对自己在家庭中创造激励性学习环境的作用的理解。虽然这在多大程度上能转化为家长行为的改变和对儿童的益处还需要进一步研究，但本研究赞同对 HIPPY Age 3 进行投资，将其作为一种可接受的、灵活的幼儿养育干预措施。
{"title":"Developmental evaluation of the HIPPY Age 3 program for socially disadvantaged families in Australia","authors":"Amy Graham, Jan Matthews, Catherine Wade","doi":"10.1177/18369391241260475","DOIUrl":"https://doi.org/10.1177/18369391241260475","url":null,"abstract":"Home-based parenting interventions foster positive parent-child relationships and parenting skills that reduce risks to child outcomes associated with social disadvantage. This article extends evidence about the value of one such program — the Home Interaction Program for Parents and Youngsters (HIPPY) — through qualitative examination of a new version targeting parents of three-year-olds. Interviews with 102 parents and 10 Coordinators were analysed thematically to explore demand, acceptability, and impact of HIPPY Age 3. Findings from this nation-wide pilot suggest the program is associated with improvements in parents’ awareness of children’s strengths and interests, increased opportunities for parent-child interaction through play-based learning, and enhanced understanding about parents’ role in creating a stimulating learning environment at home. While the extent to which this translates to parent behaviour change and benefits to children requires further examination, this study endorses investment in HIPPY Age 3 as an acceptable and flexible early childhood parenting intervention.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372039","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 : 2024-06-01DOI: 10.1177/18369391241236499
Jennifer Skattebol, Paula Hind, M. Blaxland, BJ Newton
For many years, activists in Early Childhood Education and Care (ECEC) have called for the sector to engage closely with Aboriginal and Torres Strait Islander families and communities. However, less is documented on how mainstream services might achieve authentic, sustained engagement at a local service level. This paper showcases educators who connect with local Aboriginal community members/Elders as a central plank of their ECEC practice. In sharing their account, we examine what engagement looks like and what makes it possible. We have used Indigenous methodologies and the Theory of Practice Architecture (TPA) as theoretical lenses for exploring the policy, and organisational arrangements that sustained their engagement practices. We discuss the theoretical and practical implications of the research.
{"title":"Smoke: Enablers and barriers for sustainable engagement with local Aboriginal communities","authors":"Jennifer Skattebol, Paula Hind, M. Blaxland, BJ Newton","doi":"10.1177/18369391241236499","DOIUrl":"https://doi.org/10.1177/18369391241236499","url":null,"abstract":"For many years, activists in Early Childhood Education and Care (ECEC) have called for the sector to engage closely with Aboriginal and Torres Strait Islander families and communities. However, less is documented on how mainstream services might achieve authentic, sustained engagement at a local service level. This paper showcases educators who connect with local Aboriginal community members/Elders as a central plank of their ECEC practice. In sharing their account, we examine what engagement looks like and what makes it possible. We have used Indigenous methodologies and the Theory of Practice Architecture (TPA) as theoretical lenses for exploring the policy, and organisational arrangements that sustained their engagement practices. We discuss the theoretical and practical implications of the research.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141401409","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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2024-03-27DOI: 10.1177/18369391241241454
{"title":"Corrigendum to “Complexifying quality in early childhood contexts through a theory of quality ecologies”","authors":"","doi":"10.1177/18369391241241454","DOIUrl":"https://doi.org/10.1177/18369391241241454","url":null,"abstract":"","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140374079","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 : 2024-03-27DOI: 10.1177/18369391241242149
Michelle A. Krahe, Jaimee Stuart, Sara Branch, Mandy Gibson
Priority-setting is a collective responsibility centred around inclusive engagement and alignment with the needs and desired outcomes of the community. In this study, we leveraged the collective expertise of stakeholders from the child and family service system, to identify priorities for supporting the health, education and wellbeing of children and families living in Logan, Queensland. A pragmatic approach combining a modified nominal group technique and consensus methodology was undertaken. Key system factors were identified and consolidated into 10 priority areas, which were ranked via an online questionnaire. The top three priority areas were identified by the service system as (i) early family and child support programs, (ii) support and resourcing of existing services, and (iii) recognition and support of a diverse community. These results present an opportunity to leverage the local knowledge and expertise of the service system to design solutions that address the greatest challenges for children and families in place.
{"title":"Supporting the health, education and wellbeing of children and families: A priority-setting study with the service system in Logan, Queensland","authors":"Michelle A. Krahe, Jaimee Stuart, Sara Branch, Mandy Gibson","doi":"10.1177/18369391241242149","DOIUrl":"https://doi.org/10.1177/18369391241242149","url":null,"abstract":"Priority-setting is a collective responsibility centred around inclusive engagement and alignment with the needs and desired outcomes of the community. In this study, we leveraged the collective expertise of stakeholders from the child and family service system, to identify priorities for supporting the health, education and wellbeing of children and families living in Logan, Queensland. A pragmatic approach combining a modified nominal group technique and consensus methodology was undertaken. Key system factors were identified and consolidated into 10 priority areas, which were ranked via an online questionnaire. The top three priority areas were identified by the service system as (i) early family and child support programs, (ii) support and resourcing of existing services, and (iii) recognition and support of a diverse community. These results present an opportunity to leverage the local knowledge and expertise of the service system to design solutions that address the greatest challenges for children and families in place.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140376731","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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2024-02-02DOI: 10.1177/18369391241232249
Susanne Garvis, Susan Edwards
{"title":"In this Editorial we celebrate the research contributions from the 2023 AJEC Research Symposium","authors":"Susanne Garvis, Susan Edwards","doi":"10.1177/18369391241232249","DOIUrl":"https://doi.org/10.1177/18369391241232249","url":null,"abstract":"","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139869755","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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