Journal articles: 'Early childhood education Australia'

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

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

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

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Growing international interest in the early childhood years has been accompanied by an expansion of public programs in Australia targeting young children and their families. This article explores some of the influences and rhetoric that frame these initiatives. It encourages critical examination of the discourses that shape the nature of early childhood programs in Australia and identifies a range of barriers that inhibit the involvement of early childhood teachers in the design and delivery of social policy initiatives for young children. As the imperatives of programs seeking to overcome social disadvantage take prominence in Australian early childhood policy initiatives, pedagogical perspectives that promote universal rights to more comprehensive early childhood experiences can easily be silenced. The article calls for pedagogical leadership to overcome these barriers and promote the democratic rights of all children to high-quality and publicly supported early childhood education and care programs.

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Hesterman, Sandra, and Anna Targowska. "The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners." Australasian Journal of Early Childhood 45, no. 1 (December 3, 2019): 30–42. http://dx.doi.org/10.1177/1836939119885305.

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This paper discusses the findings of a qualitative research project conducted in 2017 that explored practitioners’ experiences and perceptions of the provision of play pedagogies in contemporary Western Australian early childhood education contexts. Interviews were conducted with four play-based learning teachers and an open-ended survey was completed by 40 early childhood educators who were members of the audience at a Western Australia conference in 2017. The study participants discussed beliefs and values pertaining to quality play-based learning and tensions associated with the diminishing role of play in the early years of schooling and its impact on young children. They also highlighted several enablers and barriers that influence and shape current early childhood education practice. The findings of this study provide further evidence for the issues identified in recent Early Childhood Australia (Western Australia) discussion papers and in other research surrounding play-based learning in the current social-political context.

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Kennedy, Anne. "Overseas-Trained Early Childhood Professionals: A Neglected Resource." Australasian Journal of Early Childhood 21, no. 3 (September 1996): 16–19. http://dx.doi.org/10.1177/183693919602100305.

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Accompanying an increasing emphasis on accepting skilled migrants into Australia is an increasing demand for recognition of overseas-gained qualifications and experience. Scant consideration has been given by the Australian early childhood profession into the possibilities and appropriateness of recognising and supporting skilled and experienced migrant early childhood professionals. This article explores one type of program which attempted such recognition and makes several key recommendations to the field on this issue.

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Llewellyn, Gwynnyth, Kirsty Thompson, and Mathew Fante. "Inclusion in Early Childhood Services: Ongoing Challenges." Australasian Journal of Early Childhood 27, no. 3 (September 2002): 18–23. http://dx.doi.org/10.1177/183693910202700305.

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Inclusion for children with disabilities is well-established in Australia and receives commonwealth and state government funding. The international literature describes potential service models for which there is mounting empirical evidence. Typically these models are developed in university affiliated programs, which have access to funding and personnel not generally available in the Australian context. This paper provides a brief report of a project in which the aim was to identify the challenges for early childhood services in NSW, including children with disabilities.

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Rouse, Elizabeth, and Dawn Joseph. "The theory–practice challenge: International early childhood education students making connections in Australia." Teachers' Work 16, no. 1 & 2 (November 13, 2019): 31–47. http://dx.doi.org/10.24135/teacherswork.v16i1and2.277.

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Increasing numbers of international students are enrolling in Australian universities in early childhood teaching degrees. For many of these students understanding the early childhood education pedagogies and approaches is a different way of viewing teaching and learning from their own cultural perspective. Many of these students struggle to understand the teaching and learning theory that underpins early childhood education in Australia which draws on play-based pedagogies, child centred learning, and intentional teaching. This small-scale case study sought to gain insights into how international students undertaking a Master of Teaching (Early Childhood) in an Australian university were enabled to link their theoretical learning to practical applications of being an early childhood teacher. Using questionnaire data, the study found that the international students struggled to connect the theory and pedagogical thinking that underpins early childhood education. What was most significant for these students was the experiences they gained through their practical placements.

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Karaolis, Olivia. "Puppets and inclusive practice: Engaging all learners through drama and puppetry in preschool contexts." Teachers and Curriculum 22, no. 2 (November 3, 2022): 7–16. http://dx.doi.org/10.15663/tandc.v22i2.402.

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Inclusive practice in education is supported by a compelling body of research (Cologon, 2019; Graham, 2020; Raphael et al., 2019) policy recommendations (Department of Education, Employment and Workplace Relations [DEEWR], 2009; Te Tāhuhu o Te Mātauranga–Ministry of Education, 2017(Commonwealth of Australia. (2003)) and mandated by legislation such as the Disability Discrimination Act of 1992 (DDA) (Commonwealth of Australia, 2003). It is also reflected in the Australian and New Zealand Professional Teaching Standards (Australian Institute for Teaching and School Leadership, 2014; Teaching Council of Aotearoa New Zealand, 2017). Early Childhood Australia [ECA] (2016) states that “inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs” (p. 2). This paper explores what this means for early childhood educators and examines the concept of inclusion through the stories of two children and two puppets. A story that outlines how the perspectives of teachers shifted to create places of learning that were welcoming and more inclusive to every child.

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Suthers, Louie. "Early Childhood Music Education in Australia: A Snapshot." Arts Education Policy Review 109, no. 3 (January 2008): 55–64. http://dx.doi.org/10.3200/aepr.109.3.55-64.

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

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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.

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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.

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Gide, Sene, Sandie Wong, Frances Press, and Belinda Davis. "Cultural diversity in the Australian early childhood education workforce: What do we know, what don’t we know and why is it important?" Australasian Journal of Early Childhood 47, no. 1 (December 6, 2021): 48–61. http://dx.doi.org/10.1177/18369391211057292.

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This paper reviews current literature and research relevant to the Culturally and Linguistically Diverse (CALD) Early Childhood Education (ECE) workforce in Australia, including data from the Australian Bureau of Statistics (ABS). Australia is a highly multicultural society, with one out of every three people born overseas. Anecdotally, the Australian early childhood sector is reported to have a highly multicultural workforce. Yet there is a noticeable lack of data and research concerning cultural diversity in the Australian ECE workforce. This paper reports on the data from the ABS-Census of Population and Housing (ABS-Census), the small body of literature on the CALD ECE workforce and literature pertaining to CALD in other Australian workforces to argue that more data and research is needed. Developing a richer understanding of the status, experience and contributions of CALD educators would enable the sector to recognise and support the potential benefits of such a workforce for children and families and social cohesion in Australia.

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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.

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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.

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Pestana, Ginette. "Preparing preservice early childhood educators to use music in Australian settings: An audit of programmes." Australasian Journal of Early Childhood 47, no. 1 (December 7, 2021): 74–86. http://dx.doi.org/10.1177/18369391211056669.

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Music is ever-present in early childhood but does not feature strongly in the national curriculum framework – The Early Years Learning Framework in Australia or in the intentional practice of educators in early childhood education and care settings. This is mainly due to a lack of knowledge and confidence or self-efficacy to engage musically with the children. Preservice educator training plays a critical role in the development of effective pedagogical skills, knowledge and understanding. This article explored the music education preparation that preservice educators receive in initial training. A content analysis approach was used to review course content of all approved preservice educator programmes in Australia by the Australian Children’s Education & Care Quality Authority. Interviews with tertiary teachers explored content taught. The findings offer rich insight into the extent of music education provided for preservice early childhood educators and implications for the development for future programmes.

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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.

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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.

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Moyles, Janet. "Nationally Prescribed Curricula and Early Childhood Education: The English Experience and Australian Comparisons—Identifying the Rhetoric and the Reality!" Australasian Journal of Early Childhood 21, no. 1 (March 1996): 27–31. http://dx.doi.org/10.1177/183693919602100107.

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Working in Australia for a short period enabled the writer to make a number of comparisons between the National Curriculum established in England since 1989 and the statements contained within the National Agenda for Curriculum Reform in Australia. The impact of such curriculum reform upon well respected early childhood practices has caused much concern in the UK with many experienced people speaking out strongly against the perceived downward pressures upon under five's practitioners. Areas of particular concern have been those associated with a heavily subject-dominated curriculum and highly formalised assessment arrangements beginning with seven-year-olds. This paper considers some of the rhetoric and reality which underpins both country's curriculum reforms and offers suggestions to Australian early childhood educators as to the issues which are likely to require from them, over the next few months and years, a clear and sound articulation of quality early childhood practice.

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MacNaughton, Glenda, and Karina Davis. "Beyond ‘Othering’: Rethinking Approaches to Teaching Young Anglo-Australian Children about Indigenous Australians." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 83–93. http://dx.doi.org/10.2304/ciec.2001.2.1.10.

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Current early childhood literature concerning anti-racist and multicultural education discusses the importance of adopting a curriculum framework to counter the development of prejudice and racism in young children. This article draws on two separate research projects in Victoria, Australia that explore how this might best be done. One project was concerned with exploring young children's understandings of indigenous Australians and their cultures and the other investigated teaching practices of a group of early childhood practitioners with indigenous Australians and their cultures. The results from these two projects are compared in order to explore some current issues in adopting curriculum frameworks that counter the development of prejudice and racism in young Anglo-Australian children towards Australia's indigenous peoples and cultures.

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Barblett, Lennie, Marianne Knaus, and Caroline Barratt-Pugh. "The Pushes and Pulls of Pedagogy in the Early Years: Competing Knowledges and the Erosion of Play-based Learning." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 36–43. http://dx.doi.org/10.1177/183693911604100405.

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IN WESTERN AUSTRALIA, EARLY childhood educators have been asking whose agenda does early childhood knowledge serve and for what purpose? This has come to the forefront of debate as play as a pedagogical tool is disappearing from programs for four- and five-year-old children in favour of early academics through a pushdown curriculum. Such a trend was confirmed from research conducted with 200 Western Australian early years educators (mainly teachers) to discuss their most concerning early childhood pedagogical issue. This paper describes the educators' most significant concern, which was the erosion of play-based learning and the tension about the use of play as a legitimate pedagogical tool in early years programs. The analysis revealed competing knowledge about current moves in early childhood education. The knowledge shared by educators has implications for quality learning and teaching in the early years and impacts on children, educators, parents and schools, and in particular, early childhood pedagogy.

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Phillips, Louise Gwenneth, and Kerryn Moroney. "Civic Action and Learning with a Community of Aboriginal Australian Young Children." Australasian Journal of Early Childhood 42, no. 4 (December 2017): 87–96. http://dx.doi.org/10.23965/ajec.42.4.10.

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CIVICS AND CITIZENSHIP ARE increasingly used in early childhood education policy, but what citizenship and civic learning can be for young children is under-researched and lacking definition. Drawing from the Australian findings of the major study Civic action and learning with young children: Comparing approaches in Australia, New Zealand, and the United States, this article shares evidence of civic capacities that a community of young Aboriginal Australian children demonstrate in an early childhood education and care centre. Communitarian citizenship theory provides a framework for citizenship that is accessible for young children by focusing on families, communities and neighbourhoods. Cultural readings of illustrative examples on how young Aboriginal children express civic identity, collective responsibility, civic agency, civic deliberation and civic participation are discussed, highlighting how cultural values shape civic action. Links to state and national early childhood curricula are provided to guide others to further support civic learning in early childhood education.

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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.

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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.

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Gibson, Megan, Amanda McFadden, Kate E. Williams, Lyn Zollo, Abigail Winter, and Jo Lunn. "Imbalances between workforce policy and employment for early childhood graduate teachers: Complexities and considerations." Australasian Journal of Early Childhood 45, no. 1 (December 9, 2019): 82–94. http://dx.doi.org/10.1177/1836939119885308.

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Early childhood teachers have a myriad of possible employment options, with birth to eight years degree qualifications preparing graduates to work in a range of early childhood settings, including prior-to-school. At the same time, early childhood workforce policies in Australia, and elsewhere, are increasingly requiring degree-qualified teachers to be employed in prior-to-school settings. A growing number of reports and studies make a compelling case that there is a shortage of early childhood, degree-qualified teachers who are willing to work in prior-to-school settings, including centre-based child care. This conceptual article focuses on the imbalances in workforce policy and employment for early childhood teacher graduates. We examine the complexities and considerations of these imbalances, through exploration of literature and existing research, including small-scale studies and existing graduate destination data (Australian Graduate Survey). The article concludes with a proposed research agenda and suggestions to redress the imbalance of early childhood graduate teachers who are prepared, though seemingly not willing, to operationalise policy requirements for teachers to work in centre-based child care.

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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.

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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.

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Garvis, Susanne, Sivanes Phillipson, and Shane N. Phillipson. "Australian Research in Early Childhood Education and Care: Insights Into the Actual; Imagining the Possible." Review of Research in Education 45, no. 1 (March 2021): 291–310. http://dx.doi.org/10.3102/0091732x20985075.

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Early childhood education and care (ECEC) remains a priority area for public policy, internationally and in Australia. However, an analysis of empirical research published internationally up to 2008 has identified a bias toward positivist methodologies within a “scientific/psychological’ rather than educational perspective and with a focus on the interactions between preschoolers, family, and child care variables. For some researchers, this bias raises concerns that public policy in ECEC is based on limited research perspectives. This chapter examines research focusing on the Australian context and published between 2010 and 2014 to determine whether this bias exists in Australian research. We explore the quality of ECEC research to develop an overall understanding of the current situation of ECEC research in Australia. Our findings suggest that Australian research in ECEC is very dissimilar to research published internationally, especially in its reliance on qualitative paradigms and a focus on the educators (principals, teachers, and teacher aides). The strong qualitative focus may allow a diverse range of voices within the ECEC sector to be heard and identified, moving beyond traditional notions of historically marginalized individuals and communities that dominate other education research areas.

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Little, Helen, Ellen Beate Hansen Sandseter, and Shirley Wyver. "Early Childhood Teachers' Beliefs about Children's Risky Play in Australia and Norway." Contemporary Issues in Early Childhood 13, no. 4 (January 1, 2012): 300–316. http://dx.doi.org/10.2304/ciec.2012.13.4.300.

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Positive risk-taking in the context of outdoor physical play is important for fostering children's optimal health and development. Despite this, there is mounting concern that many developmentally beneficial activities are now seen as dangerous and something to be avoided. However, perceptions of risk are very much subject to cultural interpretation, and the growing risk aversion evident in some developed Western societies, such as Australia, the United Kingdom and the United States of America, is less apparent in other developed countries, notably some of the European and Scandinavian countries. To explore some of these cultural differences, early childhood practitioners from Australia and Norway were interviewed regarding their provision of outdoor play experiences for children and their attitudes towards risk-taking in play. Practitioners from both countries recognised the importance of risky play for children's development and well-being. However, differences in the extent to which children's risky play was supported were evident. Factors associated with the quality of the outdoor environment, regulatory requirements, and a litigious environment were identified as constraining teaching practice for the Australian practitioners. The findings have implications for the development of policy that supports teachers' pedagogical decision-making in providing developmentally challenging play environments for children.

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Kemp, Coral R. "Early Childhood Inclusion in Australia." Infants & Young Children 29, no. 3 (2016): 178–87. http://dx.doi.org/10.1097/iyc.0000000000000062.

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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.

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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.

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McMahon, Samantha. "Literature Review: What can we learn from the Childcare and Early Education Literature?" Children Australia 40, no. 1 (March 2015): 87–90. http://dx.doi.org/10.1017/cha.2014.48.

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Samantha McMahon is a final year Social Work student who has completed her studies at Deakin University and had the unusual final fieldwork experience of being in the office of the Federal Member for Bendigo, Lisa Chesters MP, where she was able to observe political processes at work, visit Canberra and conduct a research study to inform the Australian Labor Party's interest in early childhood care and education. Lisa Chesters MP is the co-chair of the Parliamentary Friendship of Early Childhood and the secretary of the ALP Social Policy Caucus committee. The following is a review of the literature based on the research Samantha conducted. This demonstrates that we have quite a long way to go in Australia if we are to gain the benefits other countries have had from their early childhood service system.

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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.

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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.

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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.

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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.

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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.

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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.

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Campbell, Coral, and Christopher Speldewinde. "Bush kinder in Australia: A new learning ‘place’ and its effect on local policy." Policy Futures in Education 17, no. 4 (January 28, 2018): 541–59. http://dx.doi.org/10.1177/1478210317753028.

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Bush kindergartens are a new practice in the Australian early childhood learning context and one that is rapidly becoming part of the kindergarten experience. Children leaving the confines of the bounded space of a kindergarten has been practised through excursions to outdoor places like zoos but the notion of conducting regular, ongoing kindergarten sessions away from the traditional kindergarten setting is one which is gaining momentum in Australian early childhood education, with possible impacts on future policy. In late 2014, a pilot programme titled ‘Sandy Shores Kids Go Bush’ was established across bush kindergartens in a region on the coastal fringe of south-eastern Australia using five existing sites. Each of these sites has differing characteristics impacting upon the experience of children attending the bush kinder programme. This paper reviews the settings of three different interpretations of ‘bush kinder’ and considers how the learning experience associated with bush kinder varies according to ‘place’ and how bush kinder has impact on both local and broader education policy.

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Woodrow, Christine, and Marie Brennan. "Marketised Positioning of Early Childhood: New Contexts for Curriculum and Professional Development in Queensland, Australia." Contemporary Issues in Early Childhood 1, no. 1 (March 2000): 78–94. http://dx.doi.org/10.2304/ciec.2000.1.1.9.

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The field of early childhood education is experiencing similar conditions to the rest of the Australian public sector, characterised by a climate of accountability for quality outcomes, emphasis on management at the local level and strong centralisation of control over curriculum and teacher appraisal within a context of significant reduction in public sector government spending. The ideology of the market underpins many of these reform directions, with particular consequences and effects in the early childhood area. This article uses as a focal case study the newly mandated Preschool Curriculum Guidelines for the state of Queensland, Australia, and their accompanying professional development of early childhood teachers and school principals. The outcomes for the professional development have been highly controlled and pre-specified through government departmental scrutiny by a competitive tendering process among potential private providers — all of whom include publicly funded universities as they themselves compete for additional money to justify their new role as entrepreneurs in an increasingly marketised system of higher education. The study focuses on the processes of control for the professional development associated with the new curriculum, with an emphasis on exploring the rhetoric and practices of ‘partnership’ underlying the approved models. The findings of the early phases of the study indicate a limited range of positioning available for early childhood teachers, school principals, and those involved in the delivery of the professional development. The guidelines and professional development activities appear to have expanded the relationships within the care and education sector while constraining the range of positions and relative autonomy of early childhood teachers. This is a significant finding in that this is the first time there have been statewide mandated Curriculum Guidelines and statewide professional development required of early childhood teachers.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Jones, Rachel A., Fay Gowers, Rebecca M. Stanley, and Anthony D. Okely. "Enhancing the Effectiveness of Early Childhood Educators and Researchers Working Together to Achieve Common Aims." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 81–84. http://dx.doi.org/10.23965/ajec.42.1.09.

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THE EARLY CHILDHOOD SECTOR within Australia has experienced significant changes over the past decade. During this period the quantity of early childhood research has also escalated. However, educators continue to remain cautious about the value of research as it is currently operationalised and its potential application. Establishing collaborative relationships between researchers and educators could be beneficial in ensuring research is conducted and applied as intended within the ECEC setting. The aim of this paper is to share four key lessons learnt from a professional collaboration that was established between researchers and educators within New South Wales, Australia. The paper highlights the need for researchers to have a thorough understanding of the early childhood environment, the importance of relationships within the early childhood sector and the need for researchers to include educators in all stages of the research process. Child and educator outcomes have the potential to be enhanced from professional collaborations established between researchers and educators.

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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.

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Stamopoulos, Elizabeth. "Elucidating the Dilemma of P1 in Western Australian Schools: Towards a Solution." Contemporary Issues in Early Childhood 4, no. 2 (June 2003): 188–217. http://dx.doi.org/10.2304/ciec.2003.4.2.8.

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Currently in Western Australian schools, the early childhood education profession faces profound change, as a result of changes to classroom combinations. One of these is an innovation called ‘P1’, which involves grouping pre-primary and year 1 students in the one class. Unlike other composite primary year classes, P1 demands an amalgamation of early childhood and primary curriculum and philosophy. To date, the basis on which P1 curriculum is to be built has yet to be established. No formal process been articulated for dealing with the ideological differences and beliefs that exist in schools with respect to early childhood and primary education. This article draws on a five-year Western Australia (WA) study, which examined teachers' conceptual and behavioural positions toward P1. The findings indicated a need for leadership, specialised staff, resolution of philosophical differences, curriculum guidelines, quality support structures and the enhancement of school and community relationships. There were also concerns that government and curriculum expertise had not kept pace with the needs of staff.

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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.

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

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Stamopoulos, Elizabeth. "Reframing early childhood leadership." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 42–48. http://dx.doi.org/10.1177/183693911203700207.

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RAPID CHANGES IN AUSTRALIAN education have intensified the role of early childhood leaders and led to unprecedented challenges. The Australian Curriculum (ACARA, 2011), mandated Australian National Quality Framework (NQF) for Early Childhood Education & Care (DEEWR, 2010b) and the National Early Years Learning Framework (EYLF) (DEEWR, 2009) have heightened the need for leaders to guide and move the profession forward. Leaders need to build professional knowledge, pedagogical capacity and infrastructure in the early childhood education and care (ECEC) workforce in order to deliver reforms and achieve high-quality outcomes for children. Yet research on early childhood leadership remains sparse and inadequately theorised, while the voice of the early childhood profession remains marginalised (Woodrow & Busch, 2008). In this paper I draw on my previous research in leadership and change management which investigated principals', early childhood teachers' and teacher-aides' conceptual and behavioural positions on educational changes in work contexts. I present a model of leadership that connects to practice, builds professional capacity and capability, and recognises the importance of relationship building and quality infrastructure. The model calls for robust constructions of leadership and improved professional identity that will reposition the profession so that it keeps pace with the critical needs of early childhood professionals. Within this model, tertiary educational institutions and professional organisations will play their role in guiding the profession forward as new paradigms evolve and federal and state initiatives begin to surface.

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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.

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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).

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McBrien, Hayley, and Anna Bower. "Child Care and the Role of Employer Sponsorship." Australasian Journal of Early Childhood 25, no. 3 (September 2000): 13–18. http://dx.doi.org/10.1177/183693910002500304.

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This paper examines current issues and availability of employer-sponsored child care in Australia and compares two international perspectives on the issue of child care and responsibility with the present Australian perspective. The historical emergence of employer-sponsored child care in Australia is traced over the past two decades and is supported by three examples of companies having successfully used such arrangements. Implications for early childhood professionals and the changing roles practitioners face in terms of ensuring quality and equity in services for young children and their families are discussed. The authors propose employer-sponsored child care as a viable option for Australian families, and argue for the establishment of a central body responsible for supporting and monitoring quality, with equity being an essential component.

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Harrison, Cathie, and Sarah Heinrich Joerdens. "The Combined Bachelor of Education Early Childhood and Primary Degree: Student Perceptions of Value." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 4–13. http://dx.doi.org/10.23965/ajec.42.1.01.

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THE FIELD OF EARLY CHILDHOOD education and care (ECEC) in Australia is a highly dynamic one. Increased government interest and funding during the years of the Labor Governments from 2008–2012 strengthened the sector in terms of increased funding, policy development, level of staff qualification and measures of quality. While this support resulted in increased numbers of children enrolled in ECEC settings and greater numbers of students enrolled in early childhood teacher education degrees, it also contributed to increased workforce pressures and a shortage of qualified early childhood teachers. In this paper we report on a quantitative study that investigated the nature of student experience in a combined Bachelor of Education Early Childhood and Primary degree, and student perceptions of value. The results of the study indicate positive responses to the inclusion of both early childhood and primary content and professional experience undertaken in both prior to school and school settings.

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Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.

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Quinones, Gloria, Melissa Barnes, and Emily Berger. "Early childhood educators’ solidarity and struggles for recognition." Australasian Journal of Early Childhood 46, no. 4 (October 29, 2021): 296–308. http://dx.doi.org/10.1177/18369391211050165.

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Early childhood education and care (ECEC) educators’ well-being and emotional demands during COVID require careful attention. This article explores the emotional demands experienced by ECEC educators in Australia during ongoing periods of lockdown. A survey was designed to gather quantitative and qualitative data and participants were asked to participate in in-depth interviews. Thirty participants were interviewed to explore personal experiences during the COVID-19 pandemic; of these, a selected sample of six participants is presented, drawing on Honneth (1995) as an analytical framework. The findings show ECEC educators struggle for recognition and how solidarity amongst educators emerged as a key response. Implications provide impetus for the active recognition of the early childhood profession. Solidarity as a new concept in ECEC includes the recognition of the early childhood profession at a societal level, recognising the significant professional work early childhood educators accomplish, and their struggle during the COVID-19 pandemic and beyond.

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Ebbeck, Marjory, and Sharon Russo. "Internationalisation: Some Implications for Teaching Early Childhood Research." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 8–14. http://dx.doi.org/10.1177/183693910703200203.

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STRATEGIES FOR BECOMING GLOBAL in orientation are now embedded in the policies and practices of most universities in Australia. Such policies, if implemented effectively, contribute to the university's international profile. With this thrust come the implementation of so-called ‘transnational’ programs—that is, the offering of a university program in another country tailored to meet the cultural needs of a specific group of students yet maintain the integrity and content offered on campus. This paper discusses some of the challenges in assisting early childhood students undertaking a BEd in early childhood education in Singapore. Specifically, the focus of undertaking research is examined, including the topics selected, research paradigms that frame the research and the cultural sensitivity needed in such a context.

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Corrie, Loraine, and Caroline Barratt-Pugh. "Perceptual-Motor Programs do not Facilitate Development: Why not Play?" Australasian Journal of Early Childhood 22, no. 1 (March 1997): 30–36. http://dx.doi.org/10.1177/183693919702200107.

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A recent survey in Western Australia indicated that many early childhood teachers are using perceptual-motor programs as a preventative as well as remedial measure. This has raised a number of issues that are of concern. First, analysis of recent research findings suggest that the positive effects of perceptual-motor programs are minimal. Second, it is argued that the resourcing of these programs is diverting funds which are needed to identify and investigate more effective educational strategies. Third, the relationship between the rationale of perceptual-motor programs and the Australian Early Childhood Association's Code of Ethics is rendered problematic. In response to these concerns, play is discussed as an alternative and effective means of developing perceptual-motor skills, in a way that recognises and builds on individual needs.

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Journal articles on the topic 'Early childhood education Australia'

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