Relevant bibliographies by topics / Early childhood education Australia

Academic literature on the topic 'Early childhood education Australia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Early childhood education Australia"

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Tayler, Collette. "Early childhood teacher education in Australia." Early Child Development and Care 76, no. 1 (January 1991): 3–35. http://dx.doi.org/10.1080/0300443910760101.

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Ebbeck, Marjory. "Early Childhood Teacher Education in Australia." International Journal of Early Years Education 1, no. 1 (March 1993): 63–76. http://dx.doi.org/10.1080/0966976930010106.

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Cheeseman, Sandra. "Pedagogical Silences in Australian Early Childhood Social Policy." Contemporary Issues in Early Childhood 8, no. 3 (September 2007): 244–54. http://dx.doi.org/10.2304/ciec.2007.8.3.244.

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Growing international interest in the early childhood years has been accompanied by an expansion of public programs in Australia targeting young children and their families. This article explores some of the influences and rhetoric that frame these initiatives. It encourages critical examination of the discourses that shape the nature of early childhood programs in Australia and identifies a range of barriers that inhibit the involvement of early childhood teachers in the design and delivery of social policy initiatives for young children. As the imperatives of programs seeking to overcome social disadvantage take prominence in Australian early childhood policy initiatives, pedagogical perspectives that promote universal rights to more comprehensive early childhood experiences can easily be silenced. The article calls for pedagogical leadership to overcome these barriers and promote the democratic rights of all children to high-quality and publicly supported early childhood education and care programs.
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Hesterman, Sandra, and Anna Targowska. "The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners." Australasian Journal of Early Childhood 45, no. 1 (December 3, 2019): 30–42. http://dx.doi.org/10.1177/1836939119885305.

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This paper discusses the findings of a qualitative research project conducted in 2017 that explored practitioners’ experiences and perceptions of the provision of play pedagogies in contemporary Western Australian early childhood education contexts. Interviews were conducted with four play-based learning teachers and an open-ended survey was completed by 40 early childhood educators who were members of the audience at a Western Australia conference in 2017. The study participants discussed beliefs and values pertaining to quality play-based learning and tensions associated with the diminishing role of play in the early years of schooling and its impact on young children. They also highlighted several enablers and barriers that influence and shape current early childhood education practice. The findings of this study provide further evidence for the issues identified in recent Early Childhood Australia (Western Australia) discussion papers and in other research surrounding play-based learning in the current social-political context.
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Kennedy, Anne. "Overseas-Trained Early Childhood Professionals: A Neglected Resource." Australasian Journal of Early Childhood 21, no. 3 (September 1996): 16–19. http://dx.doi.org/10.1177/183693919602100305.

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Accompanying an increasing emphasis on accepting skilled migrants into Australia is an increasing demand for recognition of overseas-gained qualifications and experience. Scant consideration has been given by the Australian early childhood profession into the possibilities and appropriateness of recognising and supporting skilled and experienced migrant early childhood professionals. This article explores one type of program which attempted such recognition and makes several key recommendations to the field on this issue.
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Llewellyn, Gwynnyth, Kirsty Thompson, and Mathew Fante. "Inclusion in Early Childhood Services: Ongoing Challenges." Australasian Journal of Early Childhood 27, no. 3 (September 2002): 18–23. http://dx.doi.org/10.1177/183693910202700305.

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Inclusion for children with disabilities is well-established in Australia and receives commonwealth and state government funding. The international literature describes potential service models for which there is mounting empirical evidence. Typically these models are developed in university affiliated programs, which have access to funding and personnel not generally available in the Australian context. This paper provides a brief report of a project in which the aim was to identify the challenges for early childhood services in NSW, including children with disabilities.
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Rouse, Elizabeth, and Dawn Joseph. "The theory–practice challenge: International early childhood education students making connections in Australia." Teachers' Work 16, no. 1 & 2 (November 13, 2019): 31–47. http://dx.doi.org/10.24135/teacherswork.v16i1and2.277.

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Increasing numbers of international students are enrolling in Australian universities in early childhood teaching degrees. For many of these students understanding the early childhood education pedagogies and approaches is a different way of viewing teaching and learning from their own cultural perspective. Many of these students struggle to understand the teaching and learning theory that underpins early childhood education in Australia which draws on play-based pedagogies, child centred learning, and intentional teaching. This small-scale case study sought to gain insights into how international students undertaking a Master of Teaching (Early Childhood) in an Australian university were enabled to link their theoretical learning to practical applications of being an early childhood teacher. Using questionnaire data, the study found that the international students struggled to connect the theory and pedagogical thinking that underpins early childhood education. What was most significant for these students was the experiences they gained through their practical placements.
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Karaolis, Olivia. "Puppets and inclusive practice: Engaging all learners through drama and puppetry in preschool contexts." Teachers and Curriculum 22, no. 2 (November 3, 2022): 7–16. http://dx.doi.org/10.15663/tandc.v22i2.402.

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Inclusive practice in education is supported by a compelling body of research (Cologon, 2019; Graham, 2020; Raphael et al., 2019) policy recommendations (Department of Education, Employment and Workplace Relations [DEEWR], 2009; Te Tāhuhu o Te Mātauranga–Ministry of Education, 2017(Commonwealth of Australia. (2003)) and mandated by legislation such as the Disability Discrimination Act of 1992 (DDA) (Commonwealth of Australia, 2003). It is also reflected in the Australian and New Zealand Professional Teaching Standards (Australian Institute for Teaching and School Leadership, 2014; Teaching Council of Aotearoa New Zealand, 2017). Early Childhood Australia [ECA] (2016) states that “inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs” (p. 2). This paper explores what this means for early childhood educators and examines the concept of inclusion through the stories of two children and two puppets. A story that outlines how the perspectives of teachers shifted to create places of learning that were welcoming and more inclusive to every child.
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Suthers, Louie. "Early Childhood Music Education in Australia: A Snapshot." Arts Education Policy Review 109, no. 3 (January 2008): 55–64. http://dx.doi.org/10.3200/aepr.109.3.55-64.

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Wong, Sandie, Jennifer Sumsion, and Frances Press. "Early Childhood Professionals and Interprofessional Work in Integrated Early Childhood Services in Australia." Australasian Journal of Early Childhood 37, no. 1 (March 2012): 81–88. http://dx.doi.org/10.1177/183693911203700110.

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Dissertations / Theses on the topic "Early childhood education Australia"

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Boyd, Glenda. "Early childhood teachers' perceptions of their leadership roles." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1077.

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Early childhood education has long been regarded as having the lowest status in the education system. Recent government reforms in Australia based on financial rather than education concerns means early childhood education will continue to face declines in status, conditions and appropriate resources, unless educators exercise leadership skills in advocating for appropriate programs and curriculum for young children. A new model of Early Childhood Teacher Leadership was created to measure leadership skills, including leadership in advocating for young children, and tested in Phase One of the study. The model involved General Leadership (Classroom Leadership, Self-directed Leadership, Program Leadership and School Leadership), Communication (from me to principal/parents /teachers and from principal /parents /teachers to me), and Influences (my influence on the school, my influence on the principal). In Phase Two of the study, twenty early childhood teachers were interviewed for approximately one hour in regard to how they conceptualised their leadership roles, what factors enhanced or constrained their leadership, and what strategies they used to communicate their philosophy and pedagogy. Phase One involved collecting data from 270 Early Childhood Teachers in Western Australia at government schools, using self-reports on ideal and real aspects of leadership obtained through a questionnaire. A Rasch measurement model computer program was used to create an interval level Scale of Early Childhood Teacher Leadership from the original 142 items (71 real and 71 ideal). The final interval-level scale consisted of 92 items (38 real and 54 ideal) that had a reasonable fit to the model, where the thresholds were ordered and the proportion of observed variance considered true was 94 percent. The Rasch analysis supported the structure of the leadership model and indicated some improvements could be made. Written responses to open-ended questions at the end of the questionnaire provided insights into how the teachers conceptualised their leadership roles. These insights provided the framework for the formulation of the face-to-face follow-up, interviews that comprised Phase Two of the study. The findings indicate that, as expected, teachers found it easier to hold higher ideal self-views for most aspects of leadership than to hold high real self-views. Teachers recognised the importance of leadership skills but experienced difficulty in enacting them. The Early Childhood Teachers reported various factors that helped or hindered them in fulfilling their leadership roles. The four global factors that could either help or hinder Early Childhood Teachers were 1) intrapersonal and interpersonal skills; 2) professional confidence; 3) others' understanding of and respect for early childhood education; and 4) time. The Early Childhood Teachers suggested strategies that could help them develop stronger leadership skills. The four main strategies suggested by the teachers were 1) professional development addressing leadership and interpersonal and intrapersonal skills training; 2) inclusion of leadership skills training at pre-service levels of teacher education; 3) opportunities to collaborate with othe1 staff; and 4) public promotion of early childhood education. The findings have implications for Early Childhood Teachers, administrators, teacher educators and for future research.
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Sandefur, Sarah Jo. "Beyond "Sesame Street": Early literacy development in educational television programs from Australia, New Zealand, the United Kingdom, and the United States." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187434.

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This study addresses the potential of preschool educational television programs to contribute to the literacy development of young children. Unlike the vast majority of television-related research undertaken in the United States, this examination is not limited to nationally-produced programming, but looks to other English-speaking countries for an international perspective on the problems and possibilities of literacy series developed for young children. Ten preschool educational television programs from Australia, New Zealand, the United Kingdom, and the United States are examined via a videotape content analysis to determine the literacy potential of these program "texts." The literacy potential of children's broadcast texts has been determined within a broad framework of holistic language and learning theories developed by such researchers as Cambourne, Dewey, Eisner, Goodman, Harste, Holdaway, Rosenblatt, Smith, Vygotsky, and others. By composing a narrative of each sample episode; analyzing each program's use of visual, formic, and linguistic codes; constructing an argument for the applicability of holistic theories to television texts; and ultimately examining each sample episode through a holistic lens, a view of literacy-directed programming as it presently exists in four English-speaking countries is developed. The findings suggest that holistic learning principles applied to television texts hold great potential in providing valuable literacy-focused television events to children. Elements in the sample programs such as thematic integrity, explorations of ideas and concepts through sign systems, emphasis on child participation, language and ethnic diversity, regular inclusion of print on the screen from a variety of quality children's literature, and frequent inclusion of literacy events with children and adults demonstrated holistic principles in the sample episodes and contributed to the literacy potential of preschool programming. Characteristics of the episodes such as randomness, isolation of language subsystems from language wholes, failure to present literacy demonstrations, and exclusion of children from the visual text suggested ineffective television texts from which children had little opportunity to construct meaning. Concluding remarks explore the development of a prototypical holistic television program for preschoolers and suggest the benefits of such broadcast programs for children, their parents, media researchers/producers, and educators.
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Turner, Elisabeth. "Factors in the development of early childhood distance education curriculum materials for language and literacy in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1079.

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Many factors influence the changing nature of education: family structures, cultural diversity, rapid technological change, social conditions. In response to these changes the Curriculum Framework for Western Australian schools has been developed to establish the learning outcomes expected of all students from K-12. Students in isolated and distance education settings are supplied curriculum materials designed to meet their diverse educational needs. This study presents one snapshot of an ongoing research project in which new language and literacy curriculum materials for early childhood distance education learners were developed, trialled and further developed. Some factors that appear to be important in the development of early childhood distance education curriculum materials for language and literacy in Western Australia were identified through the use of grounded theory and explored through the development of draft and final curriculum materials for K-3 students in distance education. These factors include; state government mandated Curricufrm1 Framework and Outcomes and Standards Framework, federal government initiatives, the impact of information and communication technologies, the needs of home tutors, the diversity of students enrolled in distance education and factors related to early childhood language an literacy needs identified through the literature review. The implications highlight the need to continue to seek feedback from all stakeholders, especially home tutors and the need for frequent reviews and rewriting of curriculum materials, taking into account current literature, technologies and pedagogical change.
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Kilgallon, Pamela A. "Early childhood teachers' knowledge of children with disabilities and teaching children with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1056.

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Trends to integrate students with disabilities into general education schools, rely on early childhood teachers utilising their knowledge and skills to provide successful induction into the education system, and fully including students with disabilities in the teaching program. This study describes early childhood teachers' knowledge of children with disabilities, and the teaching of these children, through teachers recounting their sources of knowledge and experiences in teaching children with disabilities. This study was conducted in the northern metropolitan teaching districts of Perth, Western Australia. Using both quantitative and qualitative methodology, 22 early childhood teachers completed a survey involving open-ended questions, followed by 5 teachers participating in taped in-depth interviews, disclosing their thoughts and lived experiences of teaching children with disabilities in general education settings. Data were analysed to identify shared teacher knowledge significant to the effective teaching and inclusion of children with disabilities. Findings indicated that early childhood teachers' knowledge of children with disabilities developed through the experience of teaching a child with disabilities and was relative to the particular children they had taught. Interview participants indicated that caring dispositions and knowledge of the individual, not the disability, was essential knowledge for teaching a child with disabilities. Being proactive and seeking support, as well as planning ahead, organizing time, adapting the learning environment and modifying existing teaching practices and expectations were considered to be critical elements of teaching a child with disabilities. Early childhood teachers also found that teaching a child with disabilities was a shared experience, where they were required to collaborate with various agencies and parents to ensure successful inclusion took place. The process of inclusion caused early childhood teachers to question their self-efficacy and the adequacy of their practical teaching knowledge. As one interview participant stated, "it's all a huge learning curve."
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Kim, Soyoung. "A comparative study of early childhood curriculum documents focused on education for sustainability in South Korea and Australia." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/94087/1/Soyoung_Kim_Thesis.pdf.

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This thesis is about a comparative study of early childhood education (ECE) curriculum documents focused on education for sustainability (EfS) in South Korea and Australia. It examined how the national ECE curriculum documents in two culturally different contexts align with contemporary concepts of sustainability and activist early childhood education for sustainability (ECEfS) principles. Drawing on systems theory, Korean and Australian ECE curriculum documents were used as the primary sources for this study within the framework of critical document analysis (CDA). This study offers a step forward in developing culturally inclusive/holistic understandings of sustainability and more contextualised/localised approaches to ECEfS.
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Loxton, Jane. "Early childhood HASS matters: An investigation of early childhood staff and their transition to the new Western Australian Humanities and Social Sciences Curriculum in 2017." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2134.

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Changes to education policies and the creation of new curricula in Western Australia (WA), such as the new WA Humanities and Social Sciences (HASS) Curriculum in 2017, may place external pressure on teachers as they transition from existing to new curricula. The aim of this interpretivist study was to investigate the transition to the new WA HASS Curriculum in 2017. The experiences and perspectives of the school leaders and teachers in Pre-primary, Year One and Year Two (PP to Y2) in two Perth metropolitan independent schools was explored. The preparation undertaken by the early childhood teachers and leaders, and the opportunities and challenges faced by the participants that facilitated or inhibited the transition to the new HASS Curriculum in 2017 was also studied. Three key themes that emerged from the results includes the need for; supportive and effective leadership, appropriate professional learning, time to understand the new content and to source suitable resources for teaching and assessing the new WA HASS Curriculum effectively.
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Moore, Lisa. "Teachers' knowledge and practice of empowering young children in four early childhood settings in Australia and the United Kingdom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/989.

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This study explores teacher's knowledge and practice of empowering young children as learners. Empowerment is a complex and multifaceted construct, and a recurring theme in early childhood literature. This study took place in four early childhood settings in Australia and the United Kingdom. The research was conducted using qualitative methodology, primarily with the use of video-taped observations and stimulated-recall teacher interviews. Findings indicate that the teachers enacted their knowledge and practice of empowerment. However, empowerment was interpreted differently by each teacher. The current study found links existed between teachers' knowledge and practice and their pedogogic orientation.
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Matthews, Rebecca May. "What is an ‘educator’?: The impact of policy discourses on early childhood professionals." Master's thesis, Australian Catholic University, 2020. https://acuresearchbank.acu.edu.au/download/c05256f845a754ac98bf4f3ac6a6d26c53e8c81d51ebedb5c2d8d89829e50b88/1027388/Matthews_2020_What_is_an_educator_the_impact.pdf.

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Background: This thesis investigates how policy-driven approaches to change in early childhood education in Australia are impacting on the field, and its dominant discourses, and on how professionals interpret the process of change. The thesis contributes to the investigation of the impacts of the Early Years Learning Framework (EYLF) since its introduction in 2009. This is an important issue for early childhood education because understanding the ways in which educators see their role in the workplace has the potential to deepen our understanding of what it means to work in the early childhood field right now, as well as what it will mean for future practitioners entering the field. Aim: The research question asked: How do Victorian early childhood degree-trained educators perceive the term ‘educator’, as used in Australian policy documents? The thesis identified a gap in the literature in relation to the naming of early childhood practitioners’ roles. Although there is a growing body of literature around the use of the EYLF in relation to how it applies to children and families, there is limited research regarding what practitioners think of the changes the EYLF has made, and what these changes mean for them. Method: The thesis takes a poststructuralist perspective on the role of language and uses a sub-category of discourse analysis, Membership Category Analysis (MCA), to analyse the data. Six degree-qualified early childhood professionals were interviewed. Three were based in sessional kindergartens and three in a long day care setting. The interviews were conducted over 45 minutes, primarily over phone or webcam. Results: The thesis demonstrates that the meaning of the term ‘educator’, to those experiencing it, is constantly changing and developing, so it is difficult to come to a clear, defined, single ‘truth’ of what it means to be an ‘educator’. Using MCA, the thesis argues firstly that there are two categories within the data: discursive resisters category (teacher) and discursive adapters category (educator). The two categories indicate that the field may well still be finding its way into what it means to be an ‘educator’. Secondly, this thesis argues that these categories do not exist in isolation. There are a range of issues outside of these categories that impact on the way practitioners understand their role in the field. The implications for policy development and future research include the need for greater understanding of how policy documents are embodied within the field. Further research could also be expanded into diploma- and Certificate III-qualified practitioners to provide greater topic saturation.
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Irvine, Susan. "Parent conceptions of their role in early childhood education and care : a phenomenographic study from Queensland, Australia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16165/1/Susan_Irvine_Thesis.pdf.

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Over past decades, the face of Australian early childhood education and care (ECEC)has changed substantially. It has been shaped by two dominant policy discourses: the discourse of market theory, and, more recently, the discourse of parent and community participation. The intertwining of these two seemingly opposing discourses has led to the positioning of parents both as consumers of ECEC and as participants in ECEC. Each of these perspectives promotes a particular way of fulfilling the role of parent in ECEC. Reflecting general marketing principles, the primary role of parent as consumer is seen as selecting the right service for their child and family. In contrast, while arguably more ambiguous in meaning, the role of parent as participant promotes a partnership approach, and, increasingly, parental involvement in decision making at both service and public policy levels. Each of these roles has been constructed for parents by governments and policymakers, with little reference to the views and experiences of parents using ECEC. Seeking to address this gap in the ECEC knowledge base, the present study investigated the qualitatively different ways in which parents constitute their role in Australian ECEC. The study focused on two related aspects of the role of parents: (1) the role of parents in using ECEC services; and (2) the role of parents in shaping ECEC public policy. To describe these roles, as viewed and experienced by parents, and to reveal possible variation therein, the study engaged a phenomenographic research approach (Bowden & Walsh, 2000; Marton & Booth, 1997). Twenty-six parents participated in the study. Data were gathered through semistructured interviews with individual parents and subjected to a rigorous process of phenomenographic analysis. The study results are presented in two parts. With respect to the role of parents using ECEC, the study led to the construction of five categories of description, denoting five distinctly different ways of seeing and experiencing this role. The role of parents was seen as: (1) selecting and using the best service for their child (the service user conception); (2) knowing what's happening for their child in the service (the informed user conception); (3) paying for a service, and, thereby, enacting certain consumer rights (the consumer conception); (4) supporting their selected service and having some say in what happens for their child at the service (the partnership conception); and (5) working as a member of the service community for the benefit of all concerned, which includes participating in decision making (the member of a service community conception). Taking a broader perspective, the study again revealed variation in how parents constituted their role in shaping ECEC policy, leading to the construction of four categories of description. The role of parents was seen as: (1) no role in shaping ECEC public policy (the no role conception); (2) being informed about policy that affects their child and family, raising any concerns and/or seeking a change to current or proposed policy (the raising concerns conception); (3) having some say in policy matters that affect their child and family (the having some say conception); and (4) participating in policy decision making, particularly where this is likely to affect their child and family (the participating in policy decision making conception). The study highlights variation in how these roles are constituted by parents, inclusive of the basic concepts of parent as consumer and parent as participant. In addition, the study offers an insider perspective on these two "dominant common-sense understandings" (Vincent & Martin, 2000, p. 2) of the role of parents, prompting questions about their future in ECEC policy. As an example of "developmental phenomenography" (Bowden, 2000b, p. 3), the study also identifies factors perceived by parents as influencing their participation at various levels, and discusses implications for both policy and practice. Finally, the study extends the general phenomenographic area of interest, from education to public policy research. Within this area, phenomenography is seen to offer a useful and pragmatic research tool, facilitating the identification and consideration of different constituent views and experiences, and, thereby, signifying more possible options for action.
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Irvine, Susan. "Parent Conceptions of Their Role in Early Childhood Education and Care: A Phenomenographic Study from Queensland, Australia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16165/.

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Over past decades, the face of Australian early childhood education and care (ECEC)has changed substantially. It has been shaped by two dominant policy discourses: the discourse of market theory, and, more recently, the discourse of parent and community participation. The intertwining of these two seemingly opposing discourses has led to the positioning of parents both as consumers of ECEC and as participants in ECEC. Each of these perspectives promotes a particular way of fulfilling the role of parent in ECEC. Reflecting general marketing principles, the primary role of parent as consumer is seen as selecting the right service for their child and family. In contrast, while arguably more ambiguous in meaning, the role of parent as participant promotes a partnership approach, and, increasingly, parental involvement in decision making at both service and public policy levels. Each of these roles has been constructed for parents by governments and policymakers, with little reference to the views and experiences of parents using ECEC. Seeking to address this gap in the ECEC knowledge base, the present study investigated the qualitatively different ways in which parents constitute their role in Australian ECEC. The study focused on two related aspects of the role of parents: (1) the role of parents in using ECEC services; and (2) the role of parents in shaping ECEC public policy. To describe these roles, as viewed and experienced by parents, and to reveal possible variation therein, the study engaged a phenomenographic research approach (Bowden & Walsh, 2000; Marton & Booth, 1997). Twenty-six parents participated in the study. Data were gathered through semistructured interviews with individual parents and subjected to a rigorous process of phenomenographic analysis. The study results are presented in two parts. With respect to the role of parents using ECEC, the study led to the construction of five categories of description, denoting five distinctly different ways of seeing and experiencing this role. The role of parents was seen as: (1) selecting and using the best service for their child (the service user conception); (2) knowing what's happening for their child in the service (the informed user conception); (3) paying for a service, and, thereby, enacting certain consumer rights (the consumer conception); (4) supporting their selected service and having some say in what happens for their child at the service (the partnership conception); and (5) working as a member of the service community for the benefit of all concerned, which includes participating in decision making (the member of a service community conception). Taking a broader perspective, the study again revealed variation in how parents constituted their role in shaping ECEC policy, leading to the construction of four categories of description. The role of parents was seen as: (1) no role in shaping ECEC public policy (the no role conception); (2) being informed about policy that affects their child and family, raising any concerns and/or seeking a change to current or proposed policy (the raising concerns conception); (3) having some say in policy matters that affect their child and family (the having some say conception); and (4) participating in policy decision making, particularly where this is likely to affect their child and family (the participating in policy decision making conception). The study highlights variation in how these roles are constituted by parents, inclusive of the basic concepts of parent as consumer and parent as participant. In addition, the study offers an insider perspective on these two "dominant common-sense understandings" (Vincent & Martin, 2000, p. 2) of the role of parents, prompting questions about their future in ECEC policy. As an example of "developmental phenomenography" (Bowden, 2000b, p. 3), the study also identifies factors perceived by parents as influencing their participation at various levels, and discusses implications for both policy and practice. Finally, the study extends the general phenomenographic area of interest, from education to public policy research. Within this area, phenomenography is seen to offer a useful and pragmatic research tool, facilitating the identification and consideration of different constituent views and experiences, and, thereby, signifying more possible options for action.
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Books on the topic "Early childhood education Australia"

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Makin, Laurie. One childhood, many languages: Guidelines for early childhood education in Australia. Pymble, N.S.W: HarperEducational, 1994.

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Makin, Laurie. One Childhood many languages: Guidelines for early childhood education in Australia. Pymble, Australia: HarperEducational, 1995.

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Makin, Laurie. One childhood, many languages: Guidelines for early childhood education in Australia. Pymble, N.S.W: HarperEducational, 1994.

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Rethinking gender in early childhood education. London: Paul Chapman Pub., 2000.

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Elizabeth, Dau, ed. Child's play: Revisiting play in early childhood settings. Baltimore: Paul H. Brookes Pub. Co., 2001.

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A history of early childhood education in Canada, Australia, and New Zealand. Vancouver: UBC Press, 2009.

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Millikan, Jan. Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, New South Wales: Pademelon Press, 2014.

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Ng, Josephine, and Berenice Nyland, eds. Comparative Perspectives on Early Childhood Education Reforms in Australia and China. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53475-2.

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Rodd, Jillian. Leadership in early childhood: The pathway to professionalism. Buckingham: Open University Press, 1994.

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Rodd, Jillian. Leadership in early childhood: The pathway to professionalism. 2nd ed. New York: Teachers College Press, 1998.

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Book chapters on the topic "Early childhood education Australia"

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Raban, Bridie, and Anna Kilderry. "Early Childhood Education Policies in Australia." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 1–30. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1528-1_1.

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Sumsion, Jennifer, Frances Press, and Sandie M. Wong. "Theorizing Integrated Service Provision in Australia: Policies, Philosophies, Practices." In Comparative Early Childhood Education Services, 33–55. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137016782_3.

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MacDonald, Amy, Ngaire Davies, Sue Dockett, and Bob Perry. "Early Childhood Mathematics Education." In Research in Mathematics Education in Australasia 2008–2011, 169–92. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-970-1_9.

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Coady, Margaret M. "Feminism and the Development of Early Childhood Education in Australia." In Feminism(s) in Early Childhood, 11–24. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_2.

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Nuttall, Joce, and Susan Grieshaber. "The Historical Emergence of Early Childhood Education Research in Australia." In International Handbook of Early Childhood Education, 511–29. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_23.

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Grieshaber, Susan. "Developments in Curriculum and Assessment in the Early Years in Australia." In International Handbook of Early Childhood Education, 1211–26. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_62.

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Campbell, Coral, Kerstin Bäckman, Thijs Eeckhout, Chris Speldewinde, Annie-Maj Johansson, and Anders Arnqvist. "Sweden, Australia, and Belgium: STEM Comparisons in Early Childhood." In Play and STEM Education in the Early Years, 201–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99830-1_10.

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Voon, Shi Jing. "Malaysian-chinese parents’ negotiation of identities as their children begin early childhood education and care in malaysia and australia." In Multiple early childhood identities, 135–49. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429444357-11.

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Nyland, Berenice. "Introduction: Early Childhood Education Policy Reforms in Australia and China." In International Perspectives on Early Childhood Education and Development, 3–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53475-2_1.

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Garvis, Susanne, and Matthew Manning. "Religious Research in Early Childhood Education and Care in Australia." In The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care, 227–37. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003017783-19.

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Conference papers on the topic "Early childhood education Australia"

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Chua, Margaret, and Caslon Chua. "App characteristics guide for ICT integration in early childhood education." In the 28th Australian Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/3010915.3011842.

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Linguistika, Yulia. "Evaluating Person and Item Fit in Science Achievement Test of TIMSS 2015 for Australian Grade 4 Students Using Rasch Measurement." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.52.

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O'Connor, Dee, Christine McGunnigle, Serena Davie, Jacqueline Waggoner, Tracy Treasure, and Linda Cranley. "WHO AM I IN THE EYES OF THE WORLD? A COMPARATIVE STUDY OF PRE-SERVICE TEACHERS’ PERCEPTIONS OF EARLY CHILDHOOD EDUCATORS’ PROFESSIONAL STATUS IN THEIR COMMUNITY. AUSTRALIAN AND AMERICAN PERSPECTIVES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0659.

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Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.
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Jatmiko, Cahyo Dwi, Yasir Arafat, and Dessy Wardiah. "Managing Early Childhood Education." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.016.

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Ayuningrum, Desy, and Nopiana Nopiana. "Early Childhood Education Management." In The First International Conference On Islamic Development Studies 2019, ICIDS 2019, 10 September 2019, Bandar Lampung, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.10-9-2019.2289375.

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Waluyo, Edi, and Dr Diana. "Early Childhood Education Standard: Towards Euality Early Childhood Education Services in Indonesia." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.

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Kim, Kyung-chul, Seong-joo Lee, and Jin-young Go. "Recognition for Early Childhood Software Education in Early Childhood Teachers." In Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.67.

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Clipa, Otilia. "Early Childhood Education – Parents’ Perceptions." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.210.

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Ismet, Syahrul. "Sex Education for Early Childhood." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.15.

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Reports on the topic "Early childhood education Australia"

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Elango, Sneha, Jorge Luis García, James Heckman, and Andrés Hojman. Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, November 2015. http://dx.doi.org/10.3386/w21766.

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Medhurst, Marijne, Maya Conway, and Kathryn Richardson. Remote learning for students with a disability: Game changer or moment in time? Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-683-3.

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This literature review draws from Australian and international research into the impact of remote learning for students with disability, published between March 2020 and April 2022. The literature relates to pedagogical services provided by early childhood services and schools to support students with disability, rather than therapeutic services. The social implications for students are reviewed along with educational factors, and implications for inclusion and support by schools. Following an overview of the legal and policy frameworks supporting the education of students with disability, this review investigates benefits, challenges and opportunities for both remote learning and transition back to in-person educational settings for students and their families. The themes emerging include flexible approaches to learning, connectedness and wellbeing.
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Tofaris, Elizabeth, and Asadul Islam. Improving Early Childhood Education in Rural Bangladesh. REAL Centre, University of Cambridge and The Impact Initiative, August 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii351.

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Carson, Jessica. Working Families’ Access to Early Childhood Education. University of New Hampshire Libraries, 2018. http://dx.doi.org/10.34051/p/2020.335.

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García, Jorge Luis, and James Heckman. Early Childhood Education and Life-cycle Health. Cambridge, MA: National Bureau of Economic Research, March 2020. http://dx.doi.org/10.3386/w26880.

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Tupper, Gail. Assessment: Authentic Strategies for Early Childhood Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6449.

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García, Jorge Luis, Frederik Bennhoff, Duncan Ermini Leaf, and James Heckman. The Dynastic Benefits of Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, July 2021. http://dx.doi.org/10.3386/w29004.

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Edwards, Susan, Leon Straker, and Helen Oakey. Early Childhood Australia: Statement on young children and digital technologies. Early Childhood Australia, September 2018. http://dx.doi.org/10.23965/eca.001.

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Bassok, Daphna, Thomas Dee, and Scott Latham. The Effects of Accountability Incentives in Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23859.

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Kearney, Melissa, and Phillip Levine. Early Childhood Education by MOOC: Lessons from Sesame Street. Cambridge, MA: National Bureau of Economic Research, June 2015. http://dx.doi.org/10.3386/w21229.

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