Relevant bibliographies by topics / Early childhood education – Australia – Administration

Academic literature on the topic 'Early childhood education – Australia – Administration'

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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 – Administration"

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Lee, Wendy Saeme. "Emotional Sensibility Observation Scale: Measuring Quality Relationships and Early Childhood Educators’ Emotional Perceptibility in Responding to Children’s Cues." Education Sciences 13, no. 1 (December 21, 2022): 9. http://dx.doi.org/10.3390/educsci13010009.

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An educator’s ability and willingness to be perceptive and responsive to the cues of children in Early Childhood Education and Care (ECEC) settings can affect the quality of the relationships built. Although several instruments that aim to measure quality relationships currently exist, these instruments are often not exclusive to the educator–child dynamic, fail to be context-sensitive, and do not mitigate scope for observer subjectivity. The Emotional Sensibility Observation Scale (ESOS) was developed in collaboration with ECEC stakeholders (teachers, educators, centre directors, and researchers) in Australia to address the aforementioned gaps while acknowledging the unique relationships between educators and children in ECEC settings. It is proposed in the paper that the ESOS may serve as a useful tool for researchers and educators to assess Early Childhood (EC) educators’ ability to accurately read and respond to children’s cues and to measure the quality of relationships built over time.
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Wyver, Shirley. "Australian Preservice Early Childhood Teachers’ Considerations of Natural Areas as Conducive and Important to Include in Educational Experiences." Education Sciences 12, no. 7 (July 12, 2022): 481. http://dx.doi.org/10.3390/educsci12070481.

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Understanding preservice early childhood teachers’ perspectives on education in nature is important in the context of risk aversion and the future of education for sustainability. In the present study, 296 early childhood preservice teachers examined 16 photographs of outdoor areas from four categories: park with fence, park without fence, grassy area, forest. They the selected photographs depicting areas they most preferred and least preferred. They then selected photographs depicting areas the considered most or least conduciveness to education. The participants also completed a series of questions related to their beliefs about education in nature ant the benefits for child development and health. There were clear associations between the areas participants preferred and those they considered educationally conducive. Likewise, there were associations between areas participants least preferred and their ratings of least conducive. The belief that nature experiences belong within school settings was the strongest predictor of perceived educational and developmental benefits. The findings suggest more opportunity to spend time in a range of natural environments and a belief in the importance of nature experiences should be emphasised in early childhood preservice teacher training.
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D’warte, Jacqueline, and Christine Woodrow. "Engaging Methods for Exploring ‘Funds of Identity’ in Early Childhood Contexts." Education Sciences 13, no. 1 (December 20, 2022): 4. http://dx.doi.org/10.3390/educsci13010004.

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Globalisation has contributed to increasing diversity with children and families, bringing multiple languages and cultures into early childhood settings around the world. While this has enhanced our settings, research suggests that educators are struggling to find ways to support children’s learning and development in super diverse contexts. Standardised curriculum and pedagogy have complicated matters by suggesting that all children can achieve the same outcome if given the same program. Failing to recognize and acknowledge the complexity of teaching and learning in diverse settings leads to practices that position children and their families as deficient, viewing children and families based on what they lack rather than building from their strengths. In this manuscript we look through the theoretical lenses of funds of knowledge and funds of identity. The two constructs are brought together to explore how innovative, creative arts-based methods from two different research projects in ECE settings across Australia and Chile made children and families’ funds of knowledge and funds of identity visible and potentially impacted learning, participants’ perspectives, and community engagement in these diverse settings. We offer evidence of the ways arts-based methods promoted creativity and agency for all participants in and across both early learning contexts.
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Stamopoulos, Elizabeth. "The Perceptions of Principals on their Leadership Role in Pre-primary." Australasian Journal of Early Childhood 23, no. 2 (June 1998): 26–30. http://dx.doi.org/10.1177/183693919802300206.

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The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for leadership from the kindergarten director to the primary school principal. Concerns have been raised that principals who are responsible for appraisal of pre-primary teachers are providing inadequate educational leadership to these teachers because of their lack of theoretical and practical background in early childhood. They have not been provided with professional development to adequately support them in this role. However, to date, it seems that principals have not been asked for their views about their capacities concerning the pre-primary sector. For these reasons this study investigated the question: How do primary school principals perceive they fulfil their administrative, managerial and educational roles in respect to pre-primary centres? The majority of principals in the district surveyed indicated that they considered administration/management to be their most important role in relation to pre-primary education. A greater number of principals indicated inadequate performance in dealing with educational issues. The majority of principals said the system should require pre-primary training for principals, provide each school with materials that outline developmentally appropriate practices; and provide early childhood professional development courses for principals.
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White, Linda A., and Martha Friendly. "Public Funding, Private Delivery: States, Markets, and Early Childhood Education and Care in Liberal Welfare States – A Comparison of Australia, the UK, Quebec, and New Zealand." Journal of Comparative Policy Analysis: Research and Practice 14, no. 4 (August 2012): 292–310. http://dx.doi.org/10.1080/13876988.2012.699789.

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Christopher, Vicki, Michelle Turner, and Nicole C. Green. "Educator Perceptions of Early Learning Environments as Places for Privileging Social Justice in Rural and Remote Communities." Education Sciences 12, no. 1 (January 10, 2022): 40. http://dx.doi.org/10.3390/educsci12010040.

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Early childhood education and care (ECEC) in Australia has long been associated with the concept of social justice, however, a clear understanding of what it looks like across diverse services and communities is not available. This article reports the process of inquiry, as well as the outcomes, of a small-scale study designed to uncover the perceptions of ECEC educators working in rural and remote communities in the state of Queensland. Data were collected through individual semi-structured interviews with five educators from rural and remote settings identified as areas experiencing significant growth in population diversity. An initial thematic analysis of the data revealed three key themes. A secondary analysis using a place and space conceptual framework uncovered deeper, more sophisticated meanings of the educator experience of social justice. The research is important in bringing pedagogical conversations to the forefront regarding ECEC educator perceptions of their role in creating a socially just learning environment. In addition to identifying future research possibilities, implications from the findings indicate opportunities for re-examining and rethinking initial teacher education and ongoing professional learning.
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Davis, Belinda, and Rosemary Dunn. "Children’s Meaning Making: Listening to Encounters with Complex Aesthetic Experience." Education Sciences 13, no. 1 (January 10, 2023): 74. http://dx.doi.org/10.3390/educsci13010074.

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This paper describes young children’s symbolic meaning-making practices and participation in complex aesthetic experiences in a contemporary art museum context. Through an ongoing long-term research and pedagogy project, The Museum of Contemporary Art, Sydney, Australia (MCA) is working with researchers to provide regular opportunities for young children (aged birth–5 years) and their families—all members of the same early childhood education (ECE) services—to encounter art works, engage with materials, and experience the museum environment. The program provides a rich experience of multiple forms of communication, ways of knowing and ways of expressing knowings: through connecting with images, videos and told stories about artists and their practice, sensorial engagement with tactile materials, and embodied responses to artworks and materials. Children also experience the physicality of the museum space, materials for art-making and the act of mark-making to record ideas, memories, and reflections. The project supports the development of a pedagogy of listening and relationships and is grounded in children’s rights as cultural citizens to participation, visibility and belonging in cultural institutions such as the MCA.
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Adam, Helen. "When Authenticity Goes Missing: How Monocultural Children’s Literature Is Silencing the Voices and Contributing to Invisibility of Children from Minority Backgrounds." Education Sciences 11, no. 1 (January 15, 2021): 32. http://dx.doi.org/10.3390/educsci11010032.

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The importance of recognising, valuing and respecting a child’s family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children’s literature can support children’s human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators’ understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design was employed interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study firstly identified that current book collections in kindergarten rooms of long day care centres promote mono-cultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. Secondly, that educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote principles of diversity, resulting in a practice of “othering” those from minority group backgrounds. The key challenges which emerged from the study concerned beliefs, understanding and confidence of educators about diversity and inclusion, and the impact of these on their approaches to promoting principles of diversity through the use of children’s books. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.
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Dombro, Amy Laura. "Early childhood administration." Day Care & Early Education 12, no. 4 (June 1985): 43. http://dx.doi.org/10.1007/bf01619857.

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

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Stamopoulos, Elizabeth. "The Professional Background And Perceptions Of Principals On Their Leadership Role In Preprimary." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1459.

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The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for administrative, managerial and educational leadership from the kindergarten director to the primary school principal. Several pre-primary teachers and specialists in Early Childhood Education have expressed concern that principals lack theoretical and practical background in early childhood, have not been provided with professional development assistance, are providing inadequate educational leadership to pre-primary teachers, and yet a responsible for appraisal of pre-primary teachers. Similar concerns have been expressed in the United States, and resulted in the swing towards early academics and acknowledgment of the significant differences between early childhood education and primary education. However, no study of these leadership issues has so far been conducted in Western 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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Jording, Cathy S. "Management Guide for Early Childhood Programs." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1723.

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Relying upon many years of experience as an early childhood educator and consultant, and utilizing examples of programs and forms during the past thirteen years while serving as the Director of Peace Lutheran Preschool/Kindergarten in Owensboro, Kentucky, and as a regional/national early childhood consultant. The author has proposed a manuscript whose purpose is to assist early childhood professionals in the development and implementation of quality, needs-appropriate preschool programs. The eleven chapters are divided into seven areas of concern: program survey, development, purpose, regulation requirements, administration, financing, enrollment, curriculum and day-care. (Within each area are varied appropriate methods of implementation relating to specific outcomes of each desired program.) Curriculum is discussed with emphasis given to programs which are both age and developmentally appropriate for the early childhood area. Day-care materials are discussed in detail in the final chapter, although there are references throughout the manuscript that help explain overlaps in the two types of programs. Since the entire manuscript is based on experiences of the author and was developed from working programs, materials are of a research basis, but they have also been used and tested. Therefore it will be useful to professionals in their existing or planned programs. The author hopes the experiences within this manuscript prove invaluable to the novice in developing and implementing quality early childhood programs. This manuscript’s purpose is to assist those who dedicate their lives to meeting these needs of the young by providing a working guide for early childhood program development.
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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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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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Weems, Amy. "Impact of Early Childhood Education on Later Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538681/.

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The purpose of this study was to determine the effect of participation in the district's early childhood program on later academic achievement as measured by the State of Texas Assessment of Academic Readiness (STAAR) mathematics and reading assessments in Grades 3, 4, and 5. The studied district opened a centralized early childhood school in 2009 and implemented the Texas Pre-K Guidelines. The STAAR test results were available for five cohorts of students who attended the early childhood school and took the STAAR mathematics and reading assessments in the years 2014-2018. A quasi-experimental design was used to analyze differences in STAAR mathematics and reading scores for students who attended the district's early childhood program and students who did not attend. A two-way factorial ANOVA was used to examine the effect on test scores of attending the district's early childhood school and other demographic categories, Latinx, African American, socio-economic status, and English language learners (ELL). The results show that attending the early childhood program did not have a statistically significant effect for Latinx or African American students. However, the mean mathematics scores for economically-disadvantaged students who attended the early childhood program were higher than their peers who did not attend. ELL students who attended the program also had higher mathematics scores but the differences were usually not statistically significant. The same impact on economically-disadvantaged students and ELLs was not found on reading tests.
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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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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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Esser, Ted H. "The Impact of Prolonged Participation in a Pro-Social Cognitive Behavioral Skills Program on Elementary Age Students, with Behavior Related Disorders, Behavior Accelerative, Behavior Reductive, and Return to Regular Classroom Outcomes." University of Nebraska at Omaha, 2013.

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The Impact of Prolonged Participation in a Pro-Social Cognitive Behavioral Skills Program on Elementary Age Students, with Behavior Related Disorders, Behavior Accelerative, Behavior Reductive, and Return to Regular Classroom Outcomes
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Delbanco, Yvonne. "From Startup to Sustainability: The Adaptive Challenge of New York City’s Pre-K for All Initiative." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013349.

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In 2014, New York City Mayor Bill de Blasio announced his commitment to provide free public pre-kindergarten (pre-K) to all of New York City’s four-year-olds. With “Pre-K for All,” New York City has undertaken the most ambitious pre-K expansion in the country. The Division of Early Childhood (DECE) in the New York City Department of Education is responsible for implementing Pre-K for All. Now in its second year of expansion, the DECE has shifted its focus from infrastructure development to quality improvement and sustainability. In my Residency, I worked to develop a quality improvement mechanism called the “Foundational Support Visit” (FSV), a new process for diagnosing need across every Pre-K for All program. The DECE used findings from the FSV to inform the allocation of coaching supports to all pre-K programs. As part of the FSV initiative, I worked closely with the Division’s 125 Early Childhood Social Workers, the DECE’s largest team of school-based support staff and one of two teams responsible for conducting Foundational Support Visits at Pre-K for All programs. In my Capstone, I describe the evolution of the Foundational Support Visit, from design to implementation, and analyze how the process impacted Social Workers’ perception of their evolving role during Pre-K for All’s expansion. I explore the question of how a growing organization can support people on the ground to adapt to be effective during a period of rapid change and argue that the FSV process generated important losses for the DECE’s Social Workers. I describe my efforts, as a developing leader, to restore Social Workers’ confidence in their value through the creation of a feedback mechanism and a monthly working group meeting. In my analysis of my own leadership, I consider my initial struggle to diagnose the losses at stake for the DECE’s Social Workers, and I explore how leaders can approach organizational change in a way that acknowledges loss and helps people adapt to new environments. I conclude with a series of implications for my own leadership, for the DECE, and finally, for the education sector.
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Books on the topic "Early childhood education – Australia – Administration"

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Rodd, Jillian. Leadership in early childhood: The pathway to professionalism. 4th ed. Crows Nest, N.S.W: Allen & Unwin, 2013.

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Carol, Keyes, ed. Early childhood administration. Boston: Allyn & Bacon, 1985.

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Jording, Cathy S. Early childhood programs: Organization and administration. Lancaster, Pa., U.S.A: Technomic Pub. Co., 1992.

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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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L, Walley Bertha, ed. The administrator's handbook for early childhood education. Atlanta, GA: Humanics Ltd., 1987.

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

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

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Book chapters on the topic "Early childhood education – Australia – Administration"

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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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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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Nyland, Berenice. "History, Theory and Practice: Early Childhood in Australia and China." In International Perspectives on Early Childhood Education and Development, 13–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53475-2_2.

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Liu, Tianzi. "A Comparative Study of Early Childhood Policy: Building the Early Childhood Teacher Workforce in China and Australia." In International Perspectives on Early Childhood Education and Development, 25–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53475-2_3.

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Conference papers on the topic "Early childhood education – Australia – Administration"

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Hernawati, Hernawati. "Mother Role Shift and Early Childhood Education." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.32.

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Fatimaningrum, Arumi Savitri, Nur Hayati, Rina Wulandari, and Muthmainnah. "Teachers’ Perception of Singing Activities in Early Childhood Education." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.011.

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Imron Arifin, Imron. "Implementing Principal Leadership on Parenting Program at Early Childhood Education." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.31.

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Gunawan, Ronny. "The Role of Character Education for Early Children in Early Childhood Education Programs in Happy Kids Bogor Indonesia." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.5.

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Lestari, Slamet. "The Implementation of Beyond Centers and Circle Times (BCCT) in Early Childhood Education." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.76.

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Wijayanti, Wiwik, and Udik Budi Wibowo. "The Implementation of the ‘One Early Childhood Education Unit for One Village’ Policy in Ngablak, Magelang District." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.052.

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Dekawati, Ipong, and Dadang Suhendar. "The Influence of Implementation of Human Resources Management towards the Success Rate of Management of Early Childhood Education Institutions in Sumedang Regency." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.99.

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Muhammad, Arief Syauqi, and Abubakar Abubakar. "Development of Early Childhood Education Teachers in the Teaching and Learning Process by Inspectors in an Attempt of Improving Teacher Performance." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.15.

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