Pub Date : 2022-10-01DOI: 10.1177/18369391221130784
Sarah Jacobson, S. Degotardi
In this article, we present a dynamic systems theoretical and methodological approach to investigating joint attention in early childhood (EC) centres. Joint attention, defined as a social interaction in which child and caregiver share a common focus of attention, is an important interactive context for collaborative learning. We overview the principles of dynamics systems theory and explain how these principles conceptualise joint attention as emerging from synchronised, ‘in-the-moment’ interactions between child and educator. Drawing on data from a project investigating the dynamic nature of joint attention in infant EC rooms, state space grids (SSGs) are then presented as a research tool that graphically captures and represents the mutually influencing contributions of educator, infant and the environment. We conclude by considering other ways to use SSG analysis to provide a more nuanced understanding of the dynamics of educator child interactions in EC settings.
{"title":"A dynamic systems methodological approach to understanding the collaborative nature of joint attention in early childhood settings","authors":"Sarah Jacobson, S. Degotardi","doi":"10.1177/18369391221130784","DOIUrl":"https://doi.org/10.1177/18369391221130784","url":null,"abstract":"In this article, we present a dynamic systems theoretical and methodological approach to investigating joint attention in early childhood (EC) centres. Joint attention, defined as a social interaction in which child and caregiver share a common focus of attention, is an important interactive context for collaborative learning. We overview the principles of dynamics systems theory and explain how these principles conceptualise joint attention as emerging from synchronised, ‘in-the-moment’ interactions between child and educator. Drawing on data from a project investigating the dynamic nature of joint attention in infant EC rooms, state space grids (SSGs) are then presented as a research tool that graphically captures and represents the mutually influencing contributions of educator, infant and the environment. We conclude by considering other ways to use SSG analysis to provide a more nuanced understanding of the dynamics of educator child interactions in EC settings.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"47 1","pages":"320 - 334"},"PeriodicalIF":1.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49642497","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 : 2022-09-30DOI: 10.1177/18369391221118698
Joanne E. Porter, Elissa Dabkowski, V. Prokopiv, K. Missen, Michael S. Barbagallo, Michelle H. James
This review explored the impact of physical literacy programs designed to engage two- to five-year-old preschool children. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) was used. Six EBSCO host databases were searched for the period 2011 to April 2021 using the search terms “physical literacy,” “early childhood,” and “impact.” Articles were excluded if physical literacy was not the focal intervention. The final data set consisted of seven-peer reviewed articles meeting the eligibility criteria and quality assessment for this review. Three themes were created using Braun and Clark’s (2006) approach to thematic analysis: Holistic benefits of physical literacy, Barriers to physical literacy and Education begins at home. Early childhood physical literacy programs provide holistic benefits for children; however, further research is needed in an Australian context. Families and community members working in the early childhood sector could benefit from further education and training to improve physical literacy awareness.
{"title":"An exploration into early childhood physical literacy programs: A systematic literature review","authors":"Joanne E. Porter, Elissa Dabkowski, V. Prokopiv, K. Missen, Michael S. Barbagallo, Michelle H. James","doi":"10.1177/18369391221118698","DOIUrl":"https://doi.org/10.1177/18369391221118698","url":null,"abstract":"This review explored the impact of physical literacy programs designed to engage two- to five-year-old preschool children. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) was used. Six EBSCO host databases were searched for the period 2011 to April 2021 using the search terms “physical literacy,” “early childhood,” and “impact.” Articles were excluded if physical literacy was not the focal intervention. The final data set consisted of seven-peer reviewed articles meeting the eligibility criteria and quality assessment for this review. Three themes were created using Braun and Clark’s (2006) approach to thematic analysis: Holistic benefits of physical literacy, Barriers to physical literacy and Education begins at home. Early childhood physical literacy programs provide holistic benefits for children; however, further research is needed in an Australian context. Families and community members working in the early childhood sector could benefit from further education and training to improve physical literacy awareness.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"34 - 49"},"PeriodicalIF":1.8,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46115730","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 : 2022-09-30DOI: 10.1177/18369391221130787
J. Grimmond, C. Neilsen-Hewett, S. Howard
Recent research suggests there is a lacking presence of assessment and its role in informing intentional teaching in the practice of play-based pedagogy. Formative assessment can be effectively embedded in pedagogy when practitioners are geared with practical tools that can be implemented within naturalistic settings. In recent times, there has been growing recognition of the importance of mathematics learning in early childhood education as foundational for later learning. This newly developed assessment – the Numeracy and Mathematics Block-Based Assessment (NUMBBA) – aims to embed formative assessment practice within multiple pedagogies for play and learning. The results from the qualitative component of a larger mixed-methods study examined how this validated tool was used by 16 early childhood educators. Thematic analysis of semi-structured interviews revealed shifts in educators’ knowledge of mathematics, perceptions of children’s abilities, attitudes towards mathematics and assessment, and approaches to intentional mathematical pedagogy and practice
{"title":"The Effectiveness of a Formative Play-Based Mathematics Assessment in Supporting the Early Childhood Intentional Pedagogue","authors":"J. Grimmond, C. Neilsen-Hewett, S. Howard","doi":"10.1177/18369391221130787","DOIUrl":"https://doi.org/10.1177/18369391221130787","url":null,"abstract":"Recent research suggests there is a lacking presence of assessment and its role in informing intentional teaching in the practice of play-based pedagogy. Formative assessment can be effectively embedded in pedagogy when practitioners are geared with practical tools that can be implemented within naturalistic settings. In recent times, there has been growing recognition of the importance of mathematics learning in early childhood education as foundational for later learning. This newly developed assessment – the Numeracy and Mathematics Block-Based Assessment (NUMBBA) – aims to embed formative assessment practice within multiple pedagogies for play and learning. The results from the qualitative component of a larger mixed-methods study examined how this validated tool was used by 16 early childhood educators. Thematic analysis of semi-structured interviews revealed shifts in educators’ knowledge of mathematics, perceptions of children’s abilities, attitudes towards mathematics and assessment, and approaches to intentional mathematical pedagogy and practice","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"47 1","pages":"304 - 319"},"PeriodicalIF":1.8,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42529011","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 : 2022-09-29DOI: 10.1177/18369391221130791
R. Byrne, K. Baxter, Sue Irvine, H. Vidgen, K. Davidson, D. Gallegos
The NOURISH:ECE project explored the role of maternal and child health nurses (MCHNs) in early childhood education and care (ECEC) through the design and pilot of professional learning (PL) regarding responsive feeding practices. Eight focus groups were conducted in Queensland (MCHNs, n = 20; educators, n = 29) to explore attitudes regarding partnerships, PL, and feeding practices. Subsequently, a PL module was developed - incorporating videos, group discussion and reflection - and delivered to 64 educators by a MCHN. Educator practices were compared pre- and post-PL. The proportion of meals at which an educator was observed to use responsive feeding practices increased (praise for eating healthy foods, 11.3%–29.2%), but educators were observed pressuring children to eat more often (19.9%–40.1%). NOURISH:ECE provided promising preliminary results regarding PL. However, adequate resourcing and workforce issues in both sectors are barriers to developing effective partnerships across education and health.
“营养:欧洲经委会”项目通过设计和试点有关反应性喂养做法的专业学习，探讨了妇幼保健护士在幼儿教育和护理方面的作用。在昆士兰州进行了8个焦点小组(MCHNs, n = 20;教育工作者，n = 29)来探索关于伙伴关系、PL和喂养实践的态度。随后，开发了一个PL模块，包括视频、小组讨论和反思，并由MCHN交付给64名教育工作者。比较了教学实践前和后pl。观察到教育工作者使用反应性喂养方法的用餐比例增加(对健康饮食的赞扬，11.3%-29.2%)，但观察到教育工作者强迫儿童更频繁地进食(19.9%-40.1%)。营养:欧洲经委会提供了关于公共福利的有希望的初步结果。然而，这两个部门的充足资源和劳动力问题阻碍了在教育和卫生领域发展有效的伙伴关系。
{"title":"Educators and child health nurses: Working together to support responsive infant and young child feeding practices in early childhood education and care","authors":"R. Byrne, K. Baxter, Sue Irvine, H. Vidgen, K. Davidson, D. Gallegos","doi":"10.1177/18369391221130791","DOIUrl":"https://doi.org/10.1177/18369391221130791","url":null,"abstract":"The NOURISH:ECE project explored the role of maternal and child health nurses (MCHNs) in early childhood education and care (ECEC) through the design and pilot of professional learning (PL) regarding responsive feeding practices. Eight focus groups were conducted in Queensland (MCHNs, n = 20; educators, n = 29) to explore attitudes regarding partnerships, PL, and feeding practices. Subsequently, a PL module was developed - incorporating videos, group discussion and reflection - and delivered to 64 educators by a MCHN. Educator practices were compared pre- and post-PL. The proportion of meals at which an educator was observed to use responsive feeding practices increased (praise for eating healthy foods, 11.3%–29.2%), but educators were observed pressuring children to eat more often (19.9%–40.1%). NOURISH:ECE provided promising preliminary results regarding PL. However, adequate resourcing and workforce issues in both sectors are barriers to developing effective partnerships across education and health.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"47 1","pages":"289 - 303"},"PeriodicalIF":1.8,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45720598","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 : 2022-08-17DOI: 10.1177/18369391221120956
Ching-Ting Hsin, Hsin-Kai Wu, Jyh‐Chong Liang, Di Tam Luu
Past studies have shown that kindergarten teachers find it challenging to integrate science into their instruction, but little is understood about factors that influence their science teaching in Indigenous areas. Our study aimed to investigate the associations between kindergarten teachers’ experiences, attitudes, self-efficacy, outcome expectations and science teaching. Partial least square structural equation modelling was employed to analyse 384 questionnaires from kindergarten teachers in Indigenous areas of Taiwan, teaching children aged 2–6 years. Results showed that self-efficacy had stronger predictive power over outcome expectations for the level of teachers’ science integration into teaching. Teachers’ mastery experience, perceived social support and attitude toward teaching diverse children significantly and positively predicted their science teaching self-efficacy and outcome expectations for Indigenous students. Moreover, teachers’ attitude toward diverse groups was significantly associated with their outcome expectations. This study sheds light on ways to enhance teachers’ early science teaching for culturally diverse students.
{"title":"Factors predicting kindergarten teachers’ integration of science into their teaching in indigenous areas","authors":"Ching-Ting Hsin, Hsin-Kai Wu, Jyh‐Chong Liang, Di Tam Luu","doi":"10.1177/18369391221120956","DOIUrl":"https://doi.org/10.1177/18369391221120956","url":null,"abstract":"Past studies have shown that kindergarten teachers find it challenging to integrate science into their instruction, but little is understood about factors that influence their science teaching in Indigenous areas. Our study aimed to investigate the associations between kindergarten teachers’ experiences, attitudes, self-efficacy, outcome expectations and science teaching. Partial least square structural equation modelling was employed to analyse 384 questionnaires from kindergarten teachers in Indigenous areas of Taiwan, teaching children aged 2–6 years. Results showed that self-efficacy had stronger predictive power over outcome expectations for the level of teachers’ science integration into teaching. Teachers’ mastery experience, perceived social support and attitude toward teaching diverse children significantly and positively predicted their science teaching self-efficacy and outcome expectations for Indigenous students. Moreover, teachers’ attitude toward diverse groups was significantly associated with their outcome expectations. This study sheds light on ways to enhance teachers’ early science teaching for culturally diverse students.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"50 - 65"},"PeriodicalIF":1.8,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43397040","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 : 2022-08-15DOI: 10.1177/18369391221120958
S. Degotardi, Manjula Waniganayake, Rebecca Bull, S. Wong, M. Dahm, Fay Hadley, L. Harrison, Lauren Sadow, J. Amin, Michael Donovan, Dung Tran, Y. Zurynski
This paper details the research design of a multidisciplinary, multi-method, collaborative research project investigating health communication from the experiences of the early childhood education (ECE) sector during the COVID-19 pandemic. With the rapidly evolving pandemic, the ECE sector was instantly tasked with expanding their required health practices to prevent the spread of infection. It was evident that the sector needed a system to communicate health advice in a timely, consistent and effective manner. Founded on a partnership model based on ‘knowledge brokering’ theory, this project demonstrates the value of a multidisciplinary research team collaborating with stakeholder organisations to investigate how COVID-19 health information traversed through complexities of organisational layers and diverse communities of families and staff. Detailing our data collection and analysis protocols, we conclude by outlining how our innovative research design is generating actionable and impactful recommendations for both the ECE and health sectors.
{"title":"Using a multidisciplinary, multi-method and collaborative research design to investigate the health communication power of the early childhood sector","authors":"S. Degotardi, Manjula Waniganayake, Rebecca Bull, S. Wong, M. Dahm, Fay Hadley, L. Harrison, Lauren Sadow, J. Amin, Michael Donovan, Dung Tran, Y. Zurynski","doi":"10.1177/18369391221120958","DOIUrl":"https://doi.org/10.1177/18369391221120958","url":null,"abstract":"This paper details the research design of a multidisciplinary, multi-method, collaborative research project investigating health communication from the experiences of the early childhood education (ECE) sector during the COVID-19 pandemic. With the rapidly evolving pandemic, the ECE sector was instantly tasked with expanding their required health practices to prevent the spread of infection. It was evident that the sector needed a system to communicate health advice in a timely, consistent and effective manner. Founded on a partnership model based on ‘knowledge brokering’ theory, this project demonstrates the value of a multidisciplinary research team collaborating with stakeholder organisations to investigate how COVID-19 health information traversed through complexities of organisational layers and diverse communities of families and staff. Detailing our data collection and analysis protocols, we conclude by outlining how our innovative research design is generating actionable and impactful recommendations for both the ECE and health sectors.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"47 1","pages":"245 - 259"},"PeriodicalIF":1.8,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42047174","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 : 2022-08-12DOI: 10.1177/18369391221119834
Leanne Gibbs, Mandy Cooke, Andi Salamon
Theory strengthens the methodological and interpretive stance of a research study and is most fruitful when theoretical understandings are shared within collaborative research teams. This paper describes an approach to engaging productively with a theory, specifically the theory of practice architectures. Such engagement enabled the use of the theory for data gathering and analysis within an Australian mixed-methods research study – Exemplary Early Childhood Educators at Work. Within the study, the theory offered a substantive lens for exploring exemplary educator practices and the organisational arrangements within early childhood education (ECE) sites that made those practices possible. The ‘unpacking’ of the theory of practice architectures led to the development of a suite of resource materials. This paper acts as an invitation to interact with and think on a practice theory and provides insight into the positive transformation of educational practices for the benefit of individuals and society.
{"title":"Unpacking the theory of practice architectures for research in early childhood education","authors":"Leanne Gibbs, Mandy Cooke, Andi Salamon","doi":"10.1177/18369391221119834","DOIUrl":"https://doi.org/10.1177/18369391221119834","url":null,"abstract":"Theory strengthens the methodological and interpretive stance of a research study and is most fruitful when theoretical understandings are shared within collaborative research teams. This paper describes an approach to engaging productively with a theory, specifically the theory of practice architectures. Such engagement enabled the use of the theory for data gathering and analysis within an Australian mixed-methods research study – Exemplary Early Childhood Educators at Work. Within the study, the theory offered a substantive lens for exploring exemplary educator practices and the organisational arrangements within early childhood education (ECE) sites that made those practices possible. The ‘unpacking’ of the theory of practice architectures led to the development of a suite of resource materials. This paper acts as an invitation to interact with and think on a practice theory and provides insight into the positive transformation of educational practices for the benefit of individuals and society.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"47 1","pages":"260 - 274"},"PeriodicalIF":1.8,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45294977","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 : 2022-08-10DOI: 10.1177/18369391221120333
{"title":"Promoting safety and belonging for children, families, and early childhood professionals during times of uncertainty","authors":"","doi":"10.1177/18369391221120333","DOIUrl":"https://doi.org/10.1177/18369391221120333","url":null,"abstract":"","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"47 1","pages":"165 - 167"},"PeriodicalIF":1.8,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44600668","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 : 2022-08-10DOI: 10.1177/18369391221118699
S. McKinlay, S. Irvine, J. Brownlee, C. Whiteford, A. Farrell
Early Childhood Education and Care (ECEC) in Australia is facing a workforce crisis. A knowledge gap around educators studying to pursue a career in ECEC, particularly in long day care (LDC), has prompted research with Australian educators who engage in further education and training while working in LDC services. The paper examines 32 biographical interviews from an Australian Research Council Linkage project Identifying Effective Strategies to Grow and Sustain a Professional Early Years Workforce. Research reported here applies a social constructivist framework to investigate the personal and structural characteristics of educators studying at Certificate III, Diploma, Bachelor and Master levels of Australia’s regulated qualifications and training system. An important finding is that the legislative provisions of Australia’s National Quality Framework is a key driver for educator engagement in education and training. The paper highlights the importance of clear qualification pathways in raising the professionalism of the ECEC workforce in Australia.
{"title":"Who is studying what in Early Childhood Education and Care? Composite narratives of Australian educators engaging in further study","authors":"S. McKinlay, S. Irvine, J. Brownlee, C. Whiteford, A. Farrell","doi":"10.1177/18369391221118699","DOIUrl":"https://doi.org/10.1177/18369391221118699","url":null,"abstract":"Early Childhood Education and Care (ECEC) in Australia is facing a workforce crisis. A knowledge gap around educators studying to pursue a career in ECEC, particularly in long day care (LDC), has prompted research with Australian educators who engage in further education and training while working in LDC services. The paper examines 32 biographical interviews from an Australian Research Council Linkage project Identifying Effective Strategies to Grow and Sustain a Professional Early Years Workforce. Research reported here applies a social constructivist framework to investigate the personal and structural characteristics of educators studying at Certificate III, Diploma, Bachelor and Master levels of Australia’s regulated qualifications and training system. An important finding is that the legislative provisions of Australia’s National Quality Framework is a key driver for educator engagement in education and training. The paper highlights the importance of clear qualification pathways in raising the professionalism of the ECEC workforce in Australia.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"66 - 80"},"PeriodicalIF":1.8,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46049377","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 : 2022-07-08DOI: 10.1177/18369391221112740
K. Higginbottom, L. Newman, Kelly West-Sooby, April Wood
Risky play promotes learning for children but can be challenging for adults who may then avoid providing these opportunities for children. Research about educators’ intentional teaching for risky play is limited. The focus of this paper is a project where educators sought to change practice by embedding intentional teaching within children’s risky play. A centre team in Newcastle Australia comprising practitioner researchers with a University Research Mentor used action research to plan, implement and report the research. Positive changes in intentional teaching for risky play were documented. We argue that using action research for risky-play change led to professional gains for educators and strengthened children’s risk-competence using an intentional teaching strategy constructed for risky play. This paper aims to increase awareness of authentic professional learning for educators about intentional teaching and risky play via action research.
{"title":"Intentional Teaching for Risky Play: Practitioner Researchers Move Beyond Their Comfort Zones","authors":"K. Higginbottom, L. Newman, Kelly West-Sooby, April Wood","doi":"10.1177/18369391221112740","DOIUrl":"https://doi.org/10.1177/18369391221112740","url":null,"abstract":"Risky play promotes learning for children but can be challenging for adults who may then avoid providing these opportunities for children. Research about educators’ intentional teaching for risky play is limited. The focus of this paper is a project where educators sought to change practice by embedding intentional teaching within children’s risky play. A centre team in Newcastle Australia comprising practitioner researchers with a University Research Mentor used action research to plan, implement and report the research. Positive changes in intentional teaching for risky play were documented. We argue that using action research for risky-play change led to professional gains for educators and strengthened children’s risk-competence using an intentional teaching strategy constructed for risky play. This paper aims to increase awareness of authentic professional learning for educators about intentional teaching and risky play via action research.","PeriodicalId":46779,"journal":{"name":"Australasian Journal of Early Childhood","volume":"48 1","pages":"18 - 33"},"PeriodicalIF":1.8,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42395986","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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