Log in

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

Journal articles on the topic 'Early childhood education – Australia – Administration'

To see the other types of publications on this topic, follow the link: Early childhood education – Australia – Administration.

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Early childhood education – Australia – Administration.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

Dombro, Amy Laura. "Early childhood administration." Day Care & Early Education 12, no. 4 (June 1985): 43. http://dx.doi.org/10.1007/bf01619857.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Horan, Diane. "Early Childhood Special Education: Program Development and Administration." Applied Research in Mental Retardation 6, no. 1 (January 1985): 109. http://dx.doi.org/10.1016/s0270-3092(85)80026-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Leehwado. "Early Childhood Education and Care Policy Administration in France." Korean Journal of Early Childhood Education 27, no. 5 (October 2007): 5–31. http://dx.doi.org/10.18023/kjece.2007.27.5.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Slavenas, Rosemarie, and Charles A. Sloan. "Critical competencies in early childhood administration: A national survey." Day Care & Early Education 14, no. 4 (June 1987): 21–23. http://dx.doi.org/10.1007/bf01619808.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Ahi, Berat, and A. Oguzhan Kildan. "Comparative Analysis of Early Childhood Education in Australia and Turkey." Procedia - Social and Behavioral Sciences 93 (October 2013): 607–11. http://dx.doi.org/10.1016/j.sbspro.2013.09.247.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Ebbeck, Marjory. "National reform in education in Australia — some implications for early childhood education." Early Child Development and Care 77, no. 1 (January 1991): 37–45. http://dx.doi.org/10.1080/0300443910770103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Boyd, Wendy, Sandie Wong, Marianne Fenech, Linda Mahony, Jane Warren, I.-Fang Lee, and Sandra Cheeseman. "Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services." Australasian Journal of Early Childhood 45, no. 3 (June 29, 2020): 215–27. http://dx.doi.org/10.1177/1836939120935997.

Full text

Abstract:

With an unprecedented number of children in early childhood education and care in Australia, demand for early childhood teachers is increasing. This demand is in the context of recognition of the importance of the early years and increasing requirements for more highly qualified early childhood teachers under the National Quality Framework. Increasingly, evidence shows the value-added difference of university-qualified teachers to child outcomes. Within Australia there are multiple ways to become an early childhood teacher. Three common approaches are a 4-year teaching degree to teach children aged birth to 5 years, children aged birth to 8 years, or children aged birth to 12 years. There is, however, no evidence of how effective these degree programmes are. This paper presents the perspectives of 19 employers of early childhood teachers in New South Wales regarding how well prepared early childhood teacher graduates are to work in the early childhood sector in Australia. Although participants noted the strengths of new graduate early childhood teachers, they also identified several areas in which they were less well prepared to teach in the early years.

APA, Harvard, Vancouver, ISO, and other styles

20

Hanson, Marci J. "Administration of Private versus Public Early Childhood Special Education Programs." Topics in Early Childhood Special Education 5, no. 1 (April 1985): 25–38. http://dx.doi.org/10.1177/027112148500500104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

22

Fleer, Marilyn. "Gender issues in early childhood science and technology education in Australia." International Journal of Science Education 12, no. 4 (July 1990): 355–67. http://dx.doi.org/10.1080/0950069900120403.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Tayler, Collette, Karin Ishimine, Dan Cloney, Gordon Cleveland, and Karen Thorpe. "The Quality of Early Childhood Education and Care Services in Australia." Australasian Journal of Early Childhood 38, no. 2 (June 2013): 13–21. http://dx.doi.org/10.1177/183693911303800203.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Maher, Marguerite, and Lisa Buxton. "Early Childhood Education at the Cultural Interface." Australian Journal of Indigenous Education 44, no. 1 (April 13, 2015): 1–10. http://dx.doi.org/10.1017/jie.2015.5.

Full text

Abstract:

TheEarly Years Learning Framework for Australiaemphasises that children's own identity is constructed within their given context of family and community. This article presents the findings of a multiple case study project undertaken within five remote Aboriginal communities in the Northern Territory, Australia. Community Elders were concerned that while their children had a positive sense of self during their prior-to-school years, on entry into formal schooling they experienced a disjuncture between those experiences and the expectations of a Western curriculum. The project involved partnering one university academic to work with each community, exploring ways of improving 4-year-old children's pre-reading and numeracy skills to enhance their capacity to engage with expectations on entry into formal schooling. Elders were determined to have the children be successful at school and saw success there as inextricably interwoven with their sense of efficacy to explore and to learn. Outcomes included positives such as children demonstrating increased pre-reading and numeracy skills and, importantly, the engagement of the whole community in the project. Foundational to the success was making Aboriginal ways of knowing, being and doing key components of learning opportunities provided to the children, supporting awareness of their social and cultural heritage.

APA, Harvard, Vancouver, ISO, and other styles

25

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

26

Hildenbrand, Claudia, Frank Niklas, Caroline Cohrssen, and Collette Tayler. "Children’s mathematical and verbal competence in different early education and care programmes in Australia." Journal of Early Childhood Research 15, no. 2 (May 21, 2015): 144–57. http://dx.doi.org/10.1177/1476718x15582096.

Full text

Abstract:

This study investigated the relationship between children’s attendance at different types of early childhood education and care programmes and their mathematical and verbal skills. Analyses of data from 1314 children participating in an Australian longitudinal study, the E4Kids project, revealed no relationship between children’s verbal ability and the early childhood education and care programme attended, but mathematics results tell a different story. At the first measurement, children who consistently attended only informal care outperformed children who either consistently attended a formal early childhood education and care service type or attended a mix of formal and informal care. The development of mathematical and verbal competencies between first and second measurements, 1 year later, did not differ between children who attended different types of early childhood education and care. Early childhood educators in Australia are required to provide programmes that incorporate both mathematical concepts and language development. However, many early childhood educators describe uncertainty about how to support children’s mathematical learning. Further professional development and support in this area is necessary.

APA, Harvard, Vancouver, ISO, and other styles

27

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

28

Press, Frances, Christine Woodrow, Helen Logan, and Linda Mitchell. "Can we belong in a neo-liberal world? Neo-liberalism in early childhood education and care policy in Australia and New Zealand." Contemporary Issues in Early Childhood 19, no. 4 (June 14, 2018): 328–39. http://dx.doi.org/10.1177/1463949118781909.

Full text

Abstract:

Since the 1990s, neo-liberal economics has profoundly altered the nature and delivery of early childhood education and care in both Australia and New Zealand through the creation of childcare markets. Accompanying the rise of the market has been a discourse of childcare as a commodity – a commodity marketed and sold to its consumers (read parents) as a private benefit. The stratifying impact of neo-liberalism in education policy has been argued by numerous scholars of education. Arguably, in both Australia and New Zealand, early childhood education and care is more commodified and subject to the market than any other area of education. Thus, the authors consider whether early childhood education and care has shifted away from being understood as a social good, a site for social cohesion and democratic practice – all of which the authors consider to be implicated in a conceptualisation of belonging appropriate to the project of early childhood education and care. This article considers the impact of neo-liberal policies on early childhood education and care in Australia and New Zealand, especially in relation to understandings and manifestations of ‘belonging’. The authors trace the impact of neo-liberalism in early childhood education and care policy and examine the ways in which the discourse of early childhood education and care provision has changed, both in policy and in how the market makes its appeal to parents as consumers. The authors argue that appeals to narrowly defined, individualised self-interest and advancement threaten understandings of belonging based on social solidarity and interdependence.

APA, Harvard, Vancouver, ISO, and other styles

29

Jin, Jiang. "Early Childhood Education Administration in the New Period: Challenges and Opportunities." Chinese Education & Society 41, no. 2 (March 2008): 77–90. http://dx.doi.org/10.2753/ced1061-1932410206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Crosnoe, Robert L., Carol Anna Johnston, and Shannon E. Cavanagh. "Maternal education and early childhood education across affluent English-speaking countries." International Journal of Behavioral Development 45, no. 3 (February 25, 2021): 226–37. http://dx.doi.org/10.1177/0165025421995915.

Full text

Abstract:

Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families’ societies. Investigating such country-level variation with a life-course model, this study estimated associations of mothers’ educational attainment with their young children’s enrollment in early childhood education and engagement in cognitively stimulating activities in a pooled sample of 36,400 children ( n = 17,900 girls, 18,500 boys) drawn from nationally representative data sets from Australia, Ireland, U.K., and U.S. Results showed that having a mother with a college degree generally differentiated young children on these two outcomes more in the U.S., potentially reflecting processes related to strong relative advantage (i.e., maternal education matters more in populations with lower rates of women’s educational attainment) and weak contingent protection (i.e., it matters more in societies with less policy investment in families).

APA, Harvard, Vancouver, ISO, and other styles

31

Alchin, Ian, Leonie Arthur, and Christine Woodrow. "Evidencing leadership and management challenges in early childhood in Australia." Australasian Journal of Early Childhood 44, no. 3 (June 13, 2019): 285–97. http://dx.doi.org/10.1177/1836939119855563.

Full text

Abstract:

The Australian early childhood system is complex and constantly changing and poses challenges to centre director/managers. A major challenge is the difficulty in meeting the responsibilities of leading and managing both organisational and pedagogical goals within the legal and educational frameworks of the system. Preparing educators for a complex and changing role may also present challenges for both initial teacher education and postgraduate professional learning. Concern continues in the sector that such challenges lead to turnover in the role, affecting the quality of programmes provided for children. A national online questionnaire collected quantitative data from director/managers working in centre-based early childhood services in order to gain an understanding of the breadth and scope of the current challenges they experience. The findings from the research reported here suggest challenges are experienced in the organisational leadership domain with managing staff a particular concern.

APA, Harvard, Vancouver, ISO, and other styles

32

Woodrow, Christine. "Discourses of professional identity in early childhood: movements in Australia." European Early Childhood Education Research Journal 16, no. 2 (June 2008): 269–80. http://dx.doi.org/10.1080/13502930802141675.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

34

Díaz, Criss Jones. "Latino/a Voices in Australia: Negotiating Bilingual Identity." Contemporary Issues in Early Childhood 4, no. 3 (September 2003): 314–36. http://dx.doi.org/10.2304/ciec.2003.4.3.7.

Full text

Abstract:

In Australia, bilingual identity and home language retention/attrition in bilingual children has had little research attention. This is particularly true in the early years of life where identity construction emerges in the context of early childhood education. This article begins with an overview of the Australian context to focus attention on the limited provision of bilingual support in early childhood settings. By drawing on the work in identity and hybridity negotiation, the ‘voices' of six Latin American parents are discussed to show how identities are negotiated and intersect with language retention within the social fields of ‘race’, ethnicity and gender differences. Three emerging themes are highlighted: the diversity of the parents' experiences in negotiating identity and language retention in family life; the parents' experiences of identity as multiple; and identity as a site of transformation and struggle in child rearing and gendered family practices. These findings demonstrate the significance of parents' perspectives and experiences of identity and language retention in raising their children bilingually, which can inform equitable and innovative practices in the provision of bilingual support in early childhood settings. In conclusion, the author invites early childhood educators to reframe their understandings of identity construction in young bilingual children.

APA, Harvard, Vancouver, ISO, and other styles

35

Hua, Tonghuan, Ros Sambell, Ruth Wallace, Sandra Vale, and Amanda Devine. "Food allergy management in Early Childhood Education and Care Services in Australia." Journal of Paediatrics and Child Health 56, no. 3 (October 7, 2019): 394–99. http://dx.doi.org/10.1111/jpc.14633.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Cheeseman, Sandra, and Jane Torr. "From Ideology to Productivity: Reforming Early Childhood Education and Care in Australia." International Journal of Child Care and Education Policy 3, no. 1 (May 2009): 61–74. http://dx.doi.org/10.1007/2288-6729-3-1-61.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Green, Nicole, Vicki Christopher, and Michelle Turner. "A Content Analysis of Documentation of Nature Play in Early Childhood Teacher Education Program in Australia." Australian Journal of Teacher Education 47, no. 5 (May 2022): 15–32. http://dx.doi.org/10.14221/ajte.2022v47n5.2.

Full text

Abstract:

This study theoretically aligns with research that purports that nature play positively contributes to sustainability stewardship. Early childhood teachers can plan for and nurture children’s capabilities and dispositions for sustainability stewardship. Initial teacher education programs contribute to the professional learning of preservice early childhood teachers’ perceptions regarding nature play. This article details the findings of content analysis to explore and uncover the existence of nature play in online, publicly available documents representing twenty-two early childhood teacher qualifications. In what ways is nature play evidenced in early childhood initial teacher education programs in Australia? The findings highlight potential discrepancies between the values related to nature play in the early childhood field and the content in initial teacher education programming. The article concludes with implications for teacher education programs and proposed recommendations for ongoing research.

APA, Harvard, Vancouver, ISO, and other styles

38

Mozolic-Staunton, Beth, Josephine Barbaro, Jacqui Yoxall, and Michelle Donelly. "Monitoring children’s development in early childhood education settings to promote early detection of autism." Australasian Journal of Early Childhood 46, no. 2 (March 31, 2021): 163–78. http://dx.doi.org/10.1177/1836939121998085.

Full text

Abstract:

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

APA, Harvard, Vancouver, ISO, and other styles

39

Sturges, Marion. "Supporting Child Participation in the Early Years of Education." Journal of Education and Educational Development 2, no. 1 (July 11, 2015): 17. http://dx.doi.org/10.22555/joeed.v2i1.48.

Full text

Abstract:

This paper aims to contribute to conversations around child participation<br />within early childhood settings in Australia. Ethnographic<br />approach was used for this study to explore child participatory<br />workshops in Early Childhood Centers. The center in which this study<br />took place was chosen as one of the sites of analysis for a broader PhD<br />research project. Data were collected at the Early Childhood site using a<br />variety of collection tools deemed child friendly amongst educators who<br />conducted participatory workshops. By examining the pedagogical<br />actions of the center, this paper explores six of their practices which<br />support child participation. The findings provide practical applications of<br />examples of practices which may be adopted by early childhood educators.

APA, Harvard, Vancouver, ISO, and other styles

40

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

41

Holmes, Catherine Claire. "Introduction of Montessori Education to a remote Indigenous Early Childhood program: A study of the ways in which Aboriginal students respond." Journal of Montessori Research 4, no. 2 (November 13, 2018): 33–60. http://dx.doi.org/10.17161/jomr.v4i2.6715.

Full text

Abstract:

This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.

APA, Harvard, Vancouver, ISO, and other styles

42

Brooker, Melinda, and Tamara Cumming. "The ‘dark side’ of leadership in early childhood education." Australasian Journal of Early Childhood 44, no. 2 (March 17, 2019): 111–23. http://dx.doi.org/10.1177/1836939119832073.

Full text

Abstract:

It could be suggested that persistent workforce problems in the early childhood (EC) field in Australia – such as job satisfaction and turnover may be related to ineffective leadership practices, low pay and lack of professional acknowledgement. In this article we report on a small qualitative study completed in 2017, investigating 12 educators’ experiences of what could be described as ‘dark side’ leadership practices. Purposeful sampling was used to select educators who had expressed dissatisfaction with leaders on a Facebook forum for early childhood educators. Findings revealed all of Oplatka’s elements of ‘dark side’ leadership practices and ideologies at work, with the addition of two new types of ‘dark side’ leadership practices – ‘acts of courage’ and ‘meat in the sandwich’. The evidence these data provide of regulatory breaches, discrimination and bullying highlight the critical need for action by employers, regulatory authorities and unions to better support educators and their leaders in their work environments.

APA, Harvard, Vancouver, ISO, and other styles

43

Nolan, Andrea. "Effective mentoring for the next generation of early childhood teachers in Victoria, Australia." Mentoring & Tutoring: Partnership in Learning 25, no. 3 (May 27, 2017): 272–90. http://dx.doi.org/10.1080/13611267.2017.1364800.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Martin, Jenny, Joce Nuttall, Linda Henderson, and Elizabeth Wood. "Educational Leaders and the project of professionalisation in early childhood education in Australia." International Journal of Educational Research 101 (2020): 101559. http://dx.doi.org/10.1016/j.ijer.2020.101559.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.

Full text

Abstract:

AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.

APA, Harvard, Vancouver, ISO, and other styles

46

Fenech, Marianne. "Quality Early Childhood Education for my Child or for all Children? Parents as Activists for Equitable, High-Quality Early Childhood Education in Australia." Australasian Journal of Early Childhood 38, no. 4 (December 2013): 92–98. http://dx.doi.org/10.1177/183693911303800413.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Syeda Sumbul Shah, Surhan Rafique, Sayeda Sapna Shah, and Shahar Bano. "Exploration of teachers’ teaching practices of Early Childhood Care and Education (ECCE) utilize in different contexts; A literature Review." Sukkur IBA Journal of Educational Sciences and Technologies 2, no. 1 (July 30, 2022): 1–15. http://dx.doi.org/10.30537/sjest.v2i1.1040.

Full text

Abstract:

This literature review is about the exploration of teachers’ teaching practices of Early Childhood Care and Education (ECCE) teachers utilized in different context’. The findings of this study are based on literature published between the years 2000 and 2020. This document is established as a current analysis of teaching practices of ECCE teachers. The limitation of this paper is that the majority of the study is based on Australia, UK, France, Germany, Pakistan Australia, and USA which restricts the results' worldwide application. The results are presented in seven comprehensive themes; Early Childhood Care and Education (ECCE), Importance of Early Childhood Care and Education, Global status of Early Childhood Care and Education, Challenges in Early Childhood Care and Education, Strengthening in Early Childhood Care and Education, best teaching practices in Early Childhood Care and Education and teaching practices utilized by ECCE teachers in different contexts. At the root, all of these themes reveal the practices of ECCE teachers in different context. This study is directly linked to policymakers, educationist, government leaders, community members, researchers and parents who are interested to make early childhood education more effective and appropriate. However from this literature review it is found that ECCE teachers are not much practicing the effective teaching practices in their classrooms just as; collaborative activity, interactive activity, Hands-on or project based activities. Even it is also found that in many contexts in ECCE physical and social environment was not much conducive for children in order to make their learning effective.

APA, Harvard, Vancouver, ISO, and other styles

48

Meisels, Samuel J., Gloria Harbin, Kathy Modigliani, and Kerry Olson. "Formulating Optimal State Early Childhood Intervention Policies." Exceptional Children 55, no. 2 (October 1988): 159–65. http://dx.doi.org/10.1177/001440298805500207.

Full text

Abstract:

This article presents the results of a survey of early childhood intervention policies in all 50 states and the District of Columbia, regarding handicapping conditions served, overseeing agencies, intervention services, funding sources, interagency contracts, state regulations, training and certification, and supply and demand of professionals. The study as a whole shows extensive variation among the states with respect to policy; funding, lead agency administration, and interagency cooperation were less than optimal. Moreover, the survey documented a dramatic national shortage of trained early childhood personnel. Implications are discussed in terms of the provisions of P.L. 99–457, the Education of the Handicapped Amendments of 1986.

APA, Harvard, Vancouver, ISO, and other styles

49

Tilleczek, Kate. "Early Childhood Transitions and Critical Praxis." Journal of Childhood Studies 37, no. 2 (December 30, 2012): 13–18. http://dx.doi.org/10.18357/jcs.v37i2.15197.

Full text

Abstract:

This paper presents literature and findings on childhood transitions in public education. Set in the context of shifts in Canada to full day kindergarten, it makes visible the range of human relational and structural concerns that must be considered in the practice of researching and facilitating transitions for children. The paper draws upon a review of international literatures and a longitudinal, three-year qualitative study of 795 students, parents, and educators in 37 families of schools who conversed about the character and meaning of transitions. Such long-term enactments of transitions as they occur are scarce but important in making visible the complexity and nuance of childhood transitions. Findings include the importance of a critical praxis for transitions which gets at the roots of the social organization and inequality in research and educational practice. The paper addresses critical praxis as found in three early childhood education frameworks (Australia, Prince Edward Island and New Brunswick, Canada). Attention to being, becoming, and belonging for all children and the fit between human and structural concerns at the levels of society, community, school, and family form core elements of critical praxis. Transitions are best understood and facilitated as over time, complex social ensembles.

APA, Harvard, Vancouver, ISO, and other styles

50

Lewis, George F., Wendy Schiller, and Jan Duffie. "Calling the tune or dancing to it: Early childhood teacher education in Australia." Early Child Development and Care 78, no. 1 (January 1992): 57–76. http://dx.doi.org/10.1080/0300443920780105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!