Pub Date : 2023-04-25DOI: 10.1177/18369391231173182
C. Townley, R. Grace, C. Woodrow, E. Baker, Kerry Staples, M. Locke, C. Kaplun
This article explores the practices of ‘Acknowledgement to Country’ in Australian early childhood education contexts. Acknowledgement is a process of seeking out and honouring local Aboriginal Country and knowledge and investing in local resources of language, art, stories, nature and songs. Twenty educators across six early learning centres participated in semi-structured interviews to explore the experience, processes and resources that supported the implementation of Acknowledgement practices. Acknowledgement practices were not limited to a daily protocol but embedded in each centre’s physical place and programming. Wanting to be respectful yet fearing offending Aboriginal people, most educators expressed feelings of uncertainty and under-confidence about what to do. Developing relationships with local Aboriginal people and identifying resources were also concerns. Acting from the heart with good intentions was regarded as a way forward together, with commitment, resources and a strong distributed pedagogical leadership culture, where educators felt supported to take small yet foundational steps.
{"title":"Educator perspectives on embedding Acknowledgement to Country practices in early learning centres in Australia","authors":"C. Townley, R. Grace, C. Woodrow, E. Baker, Kerry Staples, M. Locke, C. Kaplun","doi":"10.1177/18369391231173182","DOIUrl":"https://doi.org/10.1177/18369391231173182","url":null,"abstract":"This article explores the practices of ‘Acknowledgement to Country’ in Australian early childhood education contexts. Acknowledgement is a process of seeking out and honouring local Aboriginal Country and knowledge and investing in local resources of language, art, stories, nature and songs. Twenty educators across six early learning centres participated in semi-structured interviews to explore the experience, processes and resources that supported the implementation of Acknowledgement practices. Acknowledgement practices were not limited to a daily protocol but embedded in each centre’s physical place and programming. Wanting to be respectful yet fearing offending Aboriginal people, most educators expressed feelings of uncertainty and under-confidence about what to do. Developing relationships with local Aboriginal people and identifying resources were also concerns. Acting from the heart with good intentions was regarded as a way forward together, with commitment, resources and a strong distributed pedagogical leadership culture, where educators felt supported to take small yet foundational steps.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"86 - 98"},"PeriodicalIF":1.8,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48335027","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 : 2023-03-07DOI: 10.1177/18369391231159672
Belinda Whitlock, A. Eivers, Susan Walker
The literature on play and learning attests many developmental benefits for children. The Australian curriculum endorses play-based learning (PBL) as an age-appropriate teaching pedagogy. However, what enables or prevents PBL in the classroom is not well documented. The present study examined the responses of 334 teachers currently employed in Queensland Primary schools (Prep-6) in order to investigate knowledge, practices, beliefs, confidence and perspectives on matters pertaining to PBL. Findings highlighted organisational issues (space, time, resources), lack of support from leadership and curriculum issues such as assessment and reporting as barriers to PBL. Qualifications and/or experience in Early Childhood Education (ECE) resulted in greater confidence in PBL and therefore enabled PBL. Overall teachers recognised the importance of PBL, that it benefited children right across the primary school grades (Prep-6) and that there should be more PBL than what there is currently. Recommendations based on these findings have been suggested.
{"title":"The state of play-based learning in Queensland schools","authors":"Belinda Whitlock, A. Eivers, Susan Walker","doi":"10.1177/18369391231159672","DOIUrl":"https://doi.org/10.1177/18369391231159672","url":null,"abstract":"The literature on play and learning attests many developmental benefits for children. The Australian curriculum endorses play-based learning (PBL) as an age-appropriate teaching pedagogy. However, what enables or prevents PBL in the classroom is not well documented. The present study examined the responses of 334 teachers currently employed in Queensland Primary schools (Prep-6) in order to investigate knowledge, practices, beliefs, confidence and perspectives on matters pertaining to PBL. Findings highlighted organisational issues (space, time, resources), lack of support from leadership and curriculum issues such as assessment and reporting as barriers to PBL. Qualifications and/or experience in Early Childhood Education (ECE) resulted in greater confidence in PBL and therefore enabled PBL. Overall teachers recognised the importance of PBL, that it benefited children right across the primary school grades (Prep-6) and that there should be more PBL than what there is currently. Recommendations based on these findings have been suggested.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"247 - 262"},"PeriodicalIF":1.8,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47009637","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 : 2023-02-23DOI: 10.1177/18369391231159670
K. Fielding, K. Maslin, Karen Murcia
Creativity is recognised as a key facet of the suite of 21st century skills driving education worldwide. Understanding its existence outside of The Arts is vital for recognising young children’s creativity. However, what constitutes creativity and what it ‘looks like’ is not always clear. As a result, inconsistency and lack of efficacy when educators and parents attempt to encourage the development of young children’s creativity is possible. To investigate implicit theories of creativity relating to what creativity is and who is considered creative, parents and educators of four to eight-year-old children in four early learning contexts in Perth, Western Australia, were invited to complete a questionnaire. Findings suggest there may not be a strong tendency towards recognising creativity in The Arts but there may be an inclination to recognise eminent men’s creativity more than women’s. Additionally, there appears to be a lack of recognition of ‘daring’ as a creative behaviour.
{"title":"‘I can’t draw, sing or dance to save my life!’: Educator and parent implicit theories of creativity","authors":"K. Fielding, K. Maslin, Karen Murcia","doi":"10.1177/18369391231159670","DOIUrl":"https://doi.org/10.1177/18369391231159670","url":null,"abstract":"Creativity is recognised as a key facet of the suite of 21st century skills driving education worldwide. Understanding its existence outside of The Arts is vital for recognising young children’s creativity. However, what constitutes creativity and what it ‘looks like’ is not always clear. As a result, inconsistency and lack of efficacy when educators and parents attempt to encourage the development of young children’s creativity is possible. To investigate implicit theories of creativity relating to what creativity is and who is considered creative, parents and educators of four to eight-year-old children in four early learning contexts in Perth, Western Australia, were invited to complete a questionnaire. Findings suggest there may not be a strong tendency towards recognising creativity in The Arts but there may be an inclination to recognise eminent men’s creativity more than women’s. Additionally, there appears to be a lack of recognition of ‘daring’ as a creative behaviour.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"148 - 162"},"PeriodicalIF":1.8,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43452392","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 : 2023-01-17DOI: 10.1017/cbo9781107445284.010
S. Edwards
{"title":"Contexts and connections","authors":"S. Edwards","doi":"10.1017/cbo9781107445284.010","DOIUrl":"https://doi.org/10.1017/cbo9781107445284.010","url":null,"abstract":"","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"3 - 4"},"PeriodicalIF":1.8,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46990420","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 : 2023-01-16DOI: 10.1177/18369391221146630
C. Blewitt, Rachael Bajayo, Lee Cameron, Yihan Sun, Heather Morris, H. Skouteris
Realist research is increasingly used to evaluate complex interventions. However, it can be challenging to codify and implement, with few examples to guide the process. This article describes how a team of social care leaders, practitioners and researchers developed initial program theories for the Trauma Consultancy Service (TraCS) in early learning settings, as the first phase of a realist evaluation. It explores conceptualisation of realist terminology, design and facilitation of realist interviews, and data coding and analysis using retroductive reasoning. Qualitative interviews with the TraCS team focused on understanding contextual factors, resources provided by TraCS consultants, changes in educators’ reasoning and how components interacted to generate educator and child outcomes. Eight program theories capture how TraCS supports educators to develop a trauma-informed lens and practice. This research contributes to understanding of the benefits of welfare sector-driven consultancy in early childhood.
{"title":"Generating program theories for a trauma consultancy service in early learning settings: Insights on using realist methodology","authors":"C. Blewitt, Rachael Bajayo, Lee Cameron, Yihan Sun, Heather Morris, H. Skouteris","doi":"10.1177/18369391221146630","DOIUrl":"https://doi.org/10.1177/18369391221146630","url":null,"abstract":"Realist research is increasingly used to evaluate complex interventions. However, it can be challenging to codify and implement, with few examples to guide the process. This article describes how a team of social care leaders, practitioners and researchers developed initial program theories for the Trauma Consultancy Service (TraCS) in early learning settings, as the first phase of a realist evaluation. It explores conceptualisation of realist terminology, design and facilitation of realist interviews, and data coding and analysis using retroductive reasoning. Qualitative interviews with the TraCS team focused on understanding contextual factors, resources provided by TraCS consultants, changes in educators’ reasoning and how components interacted to generate educator and child outcomes. Eight program theories capture how TraCS supports educators to develop a trauma-informed lens and practice. This research contributes to understanding of the benefits of welfare sector-driven consultancy in early childhood.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"163 - 176"},"PeriodicalIF":1.8,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42819923","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 : 2022-11-18DOI: 10.1177/18369391221139912
L. Barblett, Francis Bobongie-Harris, J. Cartmel, Fay Hadley, L. Harrison, S. Irvine, Leanne Lavina
‘We’re not useless, we know stuff!’, said a four-year-old when asked why adults should ask him what he thinks about his experiences at his early learning centre. This paper describes the literature and methods used to gather children’s voices in early childhood and education (ECEC) settings across Stage 1 and 2 of the 3 stage national Learning Frameworks Update project. Asking children about their ideas and experiences was undertaken by familiar educators using research tools designed and supported by the research team. The methods of dialogic drawing, talking circles and visual elicitation were described and further explained to enable educators to gather children’s perspectives on their learning experiences in ECEC contexts. We reflect on the efficacy of these methods, approaches and strategies to support meaning-making from a diverse representation of children and how this can influence policy decision-making.
{"title":"‘We’re not useless, we know stuff!’ Gathering children’s voices to inform policy","authors":"L. Barblett, Francis Bobongie-Harris, J. Cartmel, Fay Hadley, L. Harrison, S. Irvine, Leanne Lavina","doi":"10.1177/18369391221139912","DOIUrl":"https://doi.org/10.1177/18369391221139912","url":null,"abstract":"‘We’re not useless, we know stuff!’, said a four-year-old when asked why adults should ask him what he thinks about his experiences at his early learning centre. This paper describes the literature and methods used to gather children’s voices in early childhood and education (ECEC) settings across Stage 1 and 2 of the 3 stage national Learning Frameworks Update project. Asking children about their ideas and experiences was undertaken by familiar educators using research tools designed and supported by the research team. The methods of dialogic drawing, talking circles and visual elicitation were described and further explained to enable educators to gather children’s perspectives on their learning experiences in ECEC contexts. We reflect on the efficacy of these methods, approaches and strategies to support meaning-making from a diverse representation of children and how this can influence policy decision-making.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"134 - 147"},"PeriodicalIF":1.8,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42457301","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 : 2022-10-20DOI: 10.1177/18369391221135961
S. Edwards
{"title":"Australasian Journal of Early Childhood 2022 symposium special issue","authors":"S. Edwards","doi":"10.1177/18369391221135961","DOIUrl":"https://doi.org/10.1177/18369391221135961","url":null,"abstract":"","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"47 1","pages":"243 - 244"},"PeriodicalIF":1.8,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47239576","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 : 2022-10-10DOI: 10.1177/18369391221130793
Elizabeth Roe, Lynn Jensen, Amy Finlay-Jones, Scott W. White, Kingsley Wong, H. Leonard, L. Straker, J. Downs
Aim To investigate developmental trajectories in early childhood and predictors of class assignment. Methods Data were available for Gen2 infants at 12 (n = 2275), 24 (n = 1845) and 36 (n = 2110) months of age in the Raine Study. Latent growth class analysis was used to identify developmental trajectories based on the Ages and Stages Questionnaire. Multivariate logistic regression analyses were used to estimate associations between foetal growth restriction, gestational age, child biological sex, breast feeding, parental age, socioeconomic factors and developmental trajectories. Results Two groups of infants were identified, one typically performing and one poorer performing. Being born early-term, pre-term and male were associated with poorer development. Not exposed to breastfeeding was associated with the lower trajectories in the adaptive and personal-social domains. Conclusions Developmental surveillance and advice for early-term infants should be considered. Findings highlight the continued need to support and promote breastfeeding as a protective mechanism for child development.
{"title":"Charting developmental trajectories from 12 to 36 months and associated early risk and protective factors","authors":"Elizabeth Roe, Lynn Jensen, Amy Finlay-Jones, Scott W. White, Kingsley Wong, H. Leonard, L. Straker, J. Downs","doi":"10.1177/18369391221130793","DOIUrl":"https://doi.org/10.1177/18369391221130793","url":null,"abstract":"Aim To investigate developmental trajectories in early childhood and predictors of class assignment. Methods Data were available for Gen2 infants at 12 (n = 2275), 24 (n = 1845) and 36 (n = 2110) months of age in the Raine Study. Latent growth class analysis was used to identify developmental trajectories based on the Ages and Stages Questionnaire. Multivariate logistic regression analyses were used to estimate associations between foetal growth restriction, gestational age, child biological sex, breast feeding, parental age, socioeconomic factors and developmental trajectories. Results Two groups of infants were identified, one typically performing and one poorer performing. Being born early-term, pre-term and male were associated with poorer development. Not exposed to breastfeeding was associated with the lower trajectories in the adaptive and personal-social domains. Conclusions Developmental surveillance and advice for early-term infants should be considered. Findings highlight the continued need to support and promote breastfeeding as a protective mechanism for child development.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"99 - 116"},"PeriodicalIF":1.8,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46521560","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 : 2022-10-03DOI: 10.1177/18369391221130788
Amie Fabry, L. Barblett, Marianne Knaus
Early childhood pedagogical practice in primary schools is often challenged by academic demands, debate about best practice and ongoing change through new policy initiatives. This paper reports an investigation of how early childhood pedagogical leaders assist early years teachers in schools to embrace change and embed early childhood pedagogy. Framed within a constructivist epistemology, this paper reports on findings from three case studies drawn from a larger mixed-methods study from Perth, Western Australia. Data collected through shadowing pedagogical leaders, undertaking contextual interviews and analysing school documents revealed that pedagogical change was promoted, encouraged and sustained through a number of strategies. These included utilising early childhood champions, developing relational trust with staff, establishing communities of practice and empowering teachers as decision-makers. This paper highlights the critical role early childhood pedagogical leadership can play in recognising the professional capability of early childhood teachers to drive ongoing improvement in school contexts.
{"title":"The role of early childhood pedagogical leaders in schools: Leading change for ongoing improvement","authors":"Amie Fabry, L. Barblett, Marianne Knaus","doi":"10.1177/18369391221130788","DOIUrl":"https://doi.org/10.1177/18369391221130788","url":null,"abstract":"Early childhood pedagogical practice in primary schools is often challenged by academic demands, debate about best practice and ongoing change through new policy initiatives. This paper reports an investigation of how early childhood pedagogical leaders assist early years teachers in schools to embrace change and embed early childhood pedagogy. Framed within a constructivist epistemology, this paper reports on findings from three case studies drawn from a larger mixed-methods study from Perth, Western Australia. Data collected through shadowing pedagogical leaders, undertaking contextual interviews and analysing school documents revealed that pedagogical change was promoted, encouraged and sustained through a number of strategies. These included utilising early childhood champions, developing relational trust with staff, establishing communities of practice and empowering teachers as decision-makers. This paper highlights the critical role early childhood pedagogical leadership can play in recognising the professional capability of early childhood teachers to drive ongoing improvement in school contexts.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"47 1","pages":"275 - 288"},"PeriodicalIF":1.8,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47642195","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 : 2022-10-02DOI: 10.1177/18369391221130790
K. Mclean, Gillian Lake, M. Wild, Ulla Licandro, M. Evangelou
Adults, including early childhood teachers and caregivers (i.e., parents, carers, kinship members), have an important role in supporting young children’s learning through play in early childhood. However, little consideration has been given to the relationship between these significant adults’ perspectives of play and the play experiences of young children. Various conceptualisations of play and play-based learning influence the decisions adults make about the provision of play in early childhood. This can make it difficult to support adults in their understandings of the need for play in young children’s lives. We propose that more needs to be known about what significant adults think play is. This new knowledge would enhance professional learning and parent education programs in the early childhood education and care sector for increasing children’s opportunities to learn through play.
{"title":"Perspectives of play and play-based learning: What do adults think play is?","authors":"K. Mclean, Gillian Lake, M. Wild, Ulla Licandro, M. Evangelou","doi":"10.1177/18369391221130790","DOIUrl":"https://doi.org/10.1177/18369391221130790","url":null,"abstract":"Adults, including early childhood teachers and caregivers (i.e., parents, carers, kinship members), have an important role in supporting young children’s learning through play in early childhood. However, little consideration has been given to the relationship between these significant adults’ perspectives of play and the play experiences of young children. Various conceptualisations of play and play-based learning influence the decisions adults make about the provision of play in early childhood. This can make it difficult to support adults in their understandings of the need for play in young children’s lives. We propose that more needs to be known about what significant adults think play is. This new knowledge would enhance professional learning and parent education programs in the early childhood education and care sector for increasing children’s opportunities to learn through play.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":" 2","pages":"5 - 17"},"PeriodicalIF":1.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41252409","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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