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Sarah Probine; Jo Perry; Joanne Marie Alderson; Yo Heta-Lensen; Rachael Burke; Fiona Louise McAlevey – Australasian Journal of Early Childhood, 2024
Rapid technology advancements and global responses to sustainability have had a transformational impact on education in the 21st century. As early childhood teachers in Aotearoa/New Zealand respond these challenges, many have recognised the potential inquiry-based project learning (IBPL) has to transform learning for children through empowering…
Descriptors: Active Learning, Inquiry, Well Being, Cultural Relevance
Townley, Cris; Grace, Rebekah; Woodrow, Christine; Baker, Elise; Staples, Kerry; Locke, Michelle Lea; Kaplun, Catherine – Australasian Journal of Early Childhood, 2023
This article explores the practices of 'Acknowledgement to Country' in Australian early childhood education contexts. Acknowledgement is a process of seeking out and honouring local Aboriginal Country and knowledge and investing in local resources of language, art, stories, nature and songs. Twenty educators across six early learning centres…
Descriptors: Foreign Countries, Early Childhood Education, Indigenous Knowledge, Early Childhood Teachers
Wong, Sandie; Fordham, Loraine; Davis, Belinda; Tran, Dung – Australasian Journal of Early Childhood, 2023
Little is known about children's participation in early childhood education (ECE) in regional and remote areas in Australia. This research addresses this gap by investigating the perspectives of early childhood centre directors and educators who work directly in ECE services in these areas. The study used a two-stage mixed methodology, including…
Descriptors: Rural Areas, Student Participation, Early Childhood Education, Educational Quality
Elwick, Sheena; Wong, Sandie; Harrison, Linda; Williams, Kate E.; McFarland, Laura; Dealtry, Lysa; Janus, Magdalena – Australasian Journal of Early Childhood, 2023
This article discusses infant-toddler educators' perspectives of using the Observe, Reflect, Improve Children's Learning tool (ORICL) in practice. ORICL is a new tool informed by implementation science and co-designed with Australian early childhood education and care policy-makers, practitioners, and service providers. It aims to support…
Descriptors: Early Childhood Education, Early Childhood Teachers, Teacher Attitudes, Infants
McKinlay, Sharon; Irvine, Susan; Brownlee, Jo Lunn; Whiteford, Chrystal; Farrell, Ann – Australasian Journal of Early Childhood, 2023
Early Childhood Education and Care (ECEC) in Australia is facing a workforce crisis. A knowledge gap around educators studying to pursue a career in ECEC, particularly in long day care (LDC), has prompted research with Australian educators who engage in further education and training while working in LDC services. The paper examines 32…
Descriptors: Early Childhood Education, Child Care, Teacher Characteristics, Foreign Countries
McLean, Karen; Lake, Gillian; Wild, Mary; Licandro, Ulla; Evangelou, Maria – Australasian Journal of Early Childhood, 2023
Adults, including early childhood teachers and caregivers (i.e., parents, carers, kinship members), have an important role in supporting young children's learning through play in early childhood. However, little consideration has been given to the relationship between these significant adults' perspectives of play and the play experiences of young…
Descriptors: Play, Adults, Early Childhood Teachers, Parents
O'Hara-Gregan, Justine – Australasian Journal of Early Childhood, 2023
Internationally, there are growing concerns about the work-related well-being of early childhood teachers. There is currently limited guidance around specific practices teachers can use to support their well-being when challenges arise while teaching. Mindful self-compassion practice, which has elements of mindfulness, common humanity, and…
Descriptors: Early Childhood Teachers, Well Being, Metacognition, Altruism
Quinones, Gloria; Berger, Emily; Barnes, Melissa – Australasian Journal of Early Childhood, 2023
Early childhood (EC) professionals are valuable educators and teachers, and their work involves being caregivers, yet the effects of the COVID-19 pandemic have highlighted the lack of 'caring about' and 'for' EC professionals. With the increasing focus on educator wellbeing, this paper explores how eight EC professionals understand the role of…
Descriptors: Early Childhood Education, Early Childhood Teachers, Well Being, Caregivers
White, Marie – Australasian Journal of Early Childhood, 2023
This paper explores how leadership is addressed within Australia's National Children's Education and Care Workforce Strategy (ACECQA, 2021). The Workforce Strategy has been widely welcomed, arriving at a time of unprecedented workforce pressures in the early childhood education and care (ECEC) sector. Yet, on close examination there appears an…
Descriptors: Foreign Countries, Early Childhood Education, Leadership, Early Childhood Teachers
Richardson, Brooke Maureen; Vickerson, Rachel; Bader, Nadia – Australasian Journal of Early Childhood, 2023
It has been well-established that highly gendered, early childhood education workforces face major temporal, material, physical and psychological barriers to being well. This issue is particularly pressing in this political moment: a national childcare policy program is being rolled out for the first time in Canadian history. It is in this context…
Descriptors: Foreign Countries, Early Childhood Teachers, Teacher Attitudes, Well Being
Zhou, Ashley; Fenech, Marianne – Australasian Journal of Early Childhood, 2022
Despite the role pedagogical leadership plays in quality early childhood education and care services, limited research to date has explored the appointment and enactment of educational leaders in Australia. This qualitative study explored the role and influence of two educational leaders in a high-quality rated service. Findings revealed that…
Descriptors: Foreign Countries, Teacher Leadership, Early Childhood Teachers, Teacher Role
Grimmond, Joanne; Neilsen-Hewett, Cathrine; Howard, Steven J. – Australasian Journal of Early Childhood, 2022
Recent research suggests there is a lacking presence of assessment and its role in informing intentional teaching in the practice of play-based pedagogy. Formative assessment can be effectively embedded in pedagogy when practitioners are geared with practical tools that can be implemented within naturalistic settings. In recent times, there has…
Descriptors: Play, Formative Evaluation, Early Childhood Education, Early Childhood Teachers
Byrne, Rebecca A.; Baxter, Kimberley A.; Irvine, Sue; Vidgen, Helen; Davidson, Kamila; Gallegos, Danielle – Australasian Journal of Early Childhood, 2022
The NOURISH:ECE project explored the role of maternal and child health nurses (MCHNs) in early childhood education and care (ECEC) through the design and pilot of professional learning (PL) regarding responsive feeding practices. Eight focus groups were conducted in Queensland (MCHNs, n = 20; educators, n = 29) to explore attitudes regarding…
Descriptors: Nurses, Mothers, Child Health, Early Childhood Education
Lindsay, Gai – Australasian Journal of Early Childhood, 2021
Visual arts provisions are central to children's holistic, play-based learning, yet the visual arts self-efficacy beliefs and subject content knowledge of early childhood educators influence pedagogical choices. When early childhood educators lack the visual arts confidence, skills, and knowledge required to effectively support children's visual…
Descriptors: Visual Arts, Art Education, Early Childhood Education, Self Efficacy
Clarke, Linda; McLaughlin, Tara; Aspden, Karyn; Riley, Tracy – Australasian Journal of Early Childhood, 2021
Early childhood teachers' professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet gaining a full picture of PLD in the New Zealand ECE context is problematic. Information about government-funded PLD programmes is available through evaluations, however, teachers access PLD…
Descriptors: Professional Development, Inservice Teacher Education, Early Childhood Teachers, Teacher Attitudes