Digital-print entanglements: debunking dichotomous thinking in the early years literacy classroom

Politicians, newspaper reporters and parents alike seem to need to classify young people’s work as either screen-based or social; as either virtual or ‘real’; as either digital or print. This provocation uses classroom video footage to demonstrate the imbrication of digital- and print-based literacies that is supported when expert literacy teachers use mobile touch screen devices with their students. The aim is to expose the nonsense of dichotomous thinking in relation to teaching and curriculum practices.Provocation: The notional distinction between digital- and print-based is easily troubled when we look at practice, but clearly this distinction serves some agendas well, particularly in terms of the ‘fit’ with, and reproduction of, established practices for managing resources and knowledge. If this distinction is largely a fiction, what might the public relations ‘spin’ be that would speak productively to stakeholders in literacy education?

Young children's everyday concepts about the internet: Implications for cyber-safety education in the early years

Young children from around the world are accessing the internet in ever increasing numbers. The rapid increase in internet activity by children aged 4–5 years in particular is due to the ease access enabled them by touchscreen internet-enabled tablet technologies. With young children now online, often independently of adult supervision, the need for early childhood cyber-safety education is becoming urgent. In this paper, we report the early findings from a project aimed at examining the development of cybersafety education for young children. We argue that cyber-safety education for young children cannot be effectively developed without first considering young children’s thinking about the internet. In this paper, we use Vygotsky’s ideas about the development of mature concepts from the merging of everyday and scientific concepts. We identify the potential range of everyday concepts likely to form the basis of young children’s thinking about the internet as a platform for cyber-safety education in the early years.

The infant feeding activity and nutrition trial (INFANT) an early intervention to prevent childhood obesity : cluster-randomised controlled trial

Background : Multiple factors combine to support a compelling case for interventions that target the development of obesity-promoting behaviours (poor diet, low physical activity and high sedentary behaviour) from their inception. These factors include the rapidly increasing prevalence of fatness throughout childhood, the instigation of obesity-promoting behaviours in infancy, and the tracking of these behaviours from childhood through to adolescence and adulthood. The Infant Feeding Activity and Nutrition Trial (INFANT) aims to determine the effectiveness of an early childhood obesity prevention intervention delivered to first-time parents. The intervention, conducted with parents over the infant's first 18 months of life, will use existing social networks (first-time parent's groups) and an anticipatory guidance framework focusing on parenting skills which support the development of positive diet and physical activity behaviours, and reduced sedentary behaviours in infancy.

Methods/Design : This cluster-randomised controlled trial, with first-time parent groups as the unit of randomisation, will be conducted with a sample of 600 first-time parents and their newborn children who attend the first-time parents' group at Maternal and Child Health Centres. Using a two-stage sampling process, local government areas in Victoria, Australia will be randomly selected at the first stage. At the second stage, a proportional sample of first-time parent groups within selected local government areas will be randomly selected and invited to participate. Informed consent will be obtained and groups will then be randomly allocated to the intervention or control group.

Discussion : The early years hold promise as a time in which obesity prevention may be most effective. To our knowledge this will be the first randomised trial internationally to demonstrate whether an early health promotion program delivered to first-time parents in their existing social groups promotes healthy eating, physical activity and reduced sedentary behaviours. If proven to be effective, INFANT may protect children from the development of obesity and its associated social and economic costs.

The technological knowledge of early childhood pre-service educators

With the current introduction of new national and state Early Years Frameworks and the increased interest and activity in educating early childhood educators, it was timely to investigate what knowledge, if any, early childhood educators had when it came to design technology. Although not prescriptive around technological understanding, the new Framework highlights children's learning related to "creativity", "exploration", "collaboration", and "problem-solving", in the context of connecting with people and technologies. This small pilot project asked 20 pre-service educators a number of questions designed to elicit both their understanding and their practices relating to technology. Responses were recorded and from those given, it was apparent that the Early childhood educators not only included technological activities in their daily practices with children, but generally had a basic understanding of technology, differentiated from other forms of learning activities.

To save the women of China from fear, opium and bound feet : Australian women missionaries in early twentieth-century China

This article explores the experiences of Western women missionaries in a faith mission and their relationships with the women and children of China in the early years of the twentieth century. In a period of twenty years of unprecedented social and political revolution missionaries were forced to reconceptualise their work against a changing discourse of Chinese womanhood. In this context, emerging models of the Chinese New Woman and the New Girl challenged older mission constructions of gender. The Chinese reformation also provided missionaries with troubling reflections on their own roles as independent young women, against debates about modern women at home, and the emerging rights of white women as newly enfranchised citizens in the new nation of Australia.

Family-centred practice : empowerment, self-efficacy, and challenges for practitioners in early childhood education and care

Family-centred practice has been included in the Victoria, Australia Early Years Learning and Development Framework as a key practice principle for professionals working across all early years programs in that state. While this model of partnership for engaging and collaborating with families has long been used in the early intervention sector, the efficacy of adopting this model more widely across the wider early childhood education and care sector has not been explored. This article presents a discussion on family-centred practice as a model for engaging with families in the care and education of their children. Through an analysis of the underlying philosophy and an examination of the core principles and characteristics, the article explores family-centred practice as it sits within a broader theory of partnership. This analysis identifies that while there are essential principles and characteristics that position the model within a partnership framework, it is the notion of empowerment, an underpinning philosophy guiding the model, that adds another dimension to the way practitioners in early childhood education and care settings collaborate with families. In examining the broader early childhood context, the capacity of many early childhood practitioners to effectively implement empowering behaviours is challenged.

Partnerships in early childhood education and care : empowering parents or empowering practitioners

Research acknowledges that outcomes for young children are enhanced when effective partnerships are developed between educators and families. The Australian Early Years Learning Framework provides direction for the professional practice of early childhood educators by acknowledging the importance of educators working in partnership with families. In the Victorian state-based early years framework, family-centred practice has been included as the practice model. Family-centred practice has as its core a philosophy of professionals supporting the empowerment of parents as active decision makers for their child. The early childhood education and care sector in Australia, however, is made up of a workforce which is largely perceived as being undervalued as a profession. This raises questions as to the capacity of these educators to support the empowerment of parents when they themselves are coming from a position of disempowerment due to their professional status. This article reports on findings from a small-scale study of childhood educators working in a long day-care setting which aimed to identify perceptions of the partnerships that exist between themselves and parents. In the course of the investigation, it became evident that some of educators felt disempowered in the relationships that exist with some families.

Literacy in early childhood and primary education : issues, challenges and solutions

Literacy in Early Childhood and Primary Education provides a comprehensive introduction to literacy teaching and learning. The book explores the continuum of literacy learning and children's transitions from early childhood settings to junior primary classrooms and then to senior primary and beyond. Reader-friendly and accessible, this book equips pre-service teachers with the theoretical underpinnings and practical strategies to teach literacy. It places the 'reading wars' firmly in the past as it examines contemporary research and practices. The book covers important topics such as assessment, multiliteracies, reading difficulties and diverse classrooms. Each chapter includes learning objectives, reflective questions and definitions of key terms to engage and assist readers. Written by an expert author team and featuring real-world examples from literacy teachers and learners, the book will help pre-service teachers feel confident teaching literacy to diverse age groups and abilities.

The intentional teaching of science in early childhood settings

The introduction of the new “Early Years Learning Framework” (DEEWR, 2009) has shifted the focus in Early Childhood Centres (ECC) from incidental learning through play, to planning curriculum with play as the vehicle to achieve learning in science. Using student research, we identified instances of educator practice that fitted with the new framework, and videoed practitioners’ sessions to select vignettes to use as part of an Early Childhood Science Education Unit. This presentation will discuss the varied practitioners’ approaches we saw and students’ and teachers’ interpretations of forms of ‘intentional teaching, with particular reference to science. We formulated an ‘Intentional Teaching Spectrum’ for the purpose of locating along it early childhood educator practice that differed in the opportunities that practice provided for creative and innovative children’s activity. As this work is not yet complete, full analysis of the video material is yet to be completed, so descriptive aspects only will be discussed.

Early peer play interactions of resilient children living in disadvantaged communities

Resilience for children is positive adaptation and a capacity to thrive despite challenging circumstances. Children demonstrating resilience are seen to have strong cognitive skills and have developed positive peer relationships. The ‘Supporting Resilience’ project is exploring the conditions and characteristics of resilience of young children and their families who live in rural, regional and metropolitan communities that are economically and socially disadvantaged. The aim of this paper was to report on pretend play and social competence within the early years’ cohort of the ‘Supporting Resilience’ project. Twenty-six children aged 4–6 years who were identified as resilient by their preschool teacher were involved in the study. Results obtained from the Child Initiated Pretend Play Assessment and the Penn Interactive Peer Play Scale when the children were at pre-school found significant relationships between object substitution and social interaction (r = .414, p < .05). Children who could elaborate play with unstructured objects were less likely to be socially disconnected (r = –.49, p < .05). There was no significant difference between geographical locations for play ability. Significant difference for social competence was found between geographical locations. By situating play as individual development within a socio-cultural environment the relationship between children's pretend play ability and social peer play interactions are considered within early childhood development and resilience literature.

How do early childhood teachers understand and support the needs of young English language Learners

In Australia, over one third of all children in Early Childhood programs speak a first language other than English. Despite considerable work into teachers' beliefs on cultural diversity, attention to aspects of second language acquisition in the Early Years has been limited within the Early Childhood field. This paper reports on a small study investigating how four early childhood educators understand theory of Second Language Acquisition (SLA) and bilingualism, and how they cater for language-minority students in their programs. The findings revealed a complex interplay between the way participants interpret and support the needs of these children, their experience in the field, and professional education. The teachers in the study reveal various perspectives on how SLA and bilingualism manifest during the early years, and how they affect the learning of children with a Language Background other than English (LBOTE). The teachers also seemed to rely on experiential and intuitive approaches in planning and teaching English Language Learners (ELLs). This study brings new perspectives to understanding the nature of teachers' beliefs and practice regarding English language learners.

A day in the life of an early childhood teacher: identifying the confronting issues and challenges that arise

Recent emphasis upon Early Childhood as an educational priority for the Australian Government has resulted in increases in funding, government initiatives, course providers and the introduc- tion of new policies to the sector in order to improve the quality of early childhood education. The study reported here investigated the "reality" of what it means to be an Early Childhood Teacher within this changing context and identified the roles and responsibilities and the associated chal- lenges. A case study involving observation and interviews with five Bachelor qualified Teachers from varied early childhood settings was undertaken in order to gain knowledge about their ex- periences and perspectives on their work. The data were analyzed using a grounded theory ap- proach involving the identification of key themes and issues about the nature of teachers' work. The findings revealed that in their everyday practice teachers played a complex array of roles that required them to contribute far more than just their teaching skills and knowledge. They were expected to concurrently enact the roles of educator, leader, advocate, communicator, counsellor and administrator whilst juggling everyday challenges including a "lack of time", the need for "further support and more resources" and "building successful partnerships with parents".

A longitudinal evaluation of the resilient families randomized trial to prevent early adolescent depressive symptoms

This study aimed to evaluate whether an intervention prevented the development of depressive symptoms through the early years of secondary school (Grades 7 to 9 - mean ages 12.3 to 14.5 years) in Victoria, Australia. Twelve schools were randomized to a universal preventative intervention (including a student social relationship/emotional health curriculum, and parent/caregiver parenting education); 12 were randomized as control schools. Multivariate regression analyses used student self-report to predict depressive symptoms at 26-month follow-up (13-months after intervention completion) from baseline measures and intervention status (N = 2027). There was no overall intervention effect on depressive symptoms. However, intervention students with moderate symptoms whose parents attended parent education events had a significantly reduced risk of depressive symptoms at follow-up. Future evaluations of interventions of this type should investigate: therapeutic processes; methods to increase recruitment into effective parent education events; and the potential to target assistance to students with high depressive symptoms.

Communication keys: understanding the importance of the early childhood teacher's role in children's language and literacy development within a holistic, integrative approach to child development

Early childhood is a critical period in children’s lives during which experiences and the quality of the interactions lay the foundation for their subsequent learning and behavior, impacting upon the their lives. In response to Early Years research that identifies the positive impact of quality early years education upon children’s future learning, governments worldwide are implementing changes in policy, processes, professional learning and practice and are pouring funds into early childhood education. A range of approaches and multiple strategies are being adopted in an effort to improve children’s health, education and overall well-being, including the holistic and integrative approach such as that undertaken in Indonesia. This paper argues that high quality Early Childhood teachers play an important role within these approaches and this is discussed in light of the research - policy - praxis nexus, with language and literacy development as a focus area.

A review of the relationship between socioeconomic position and the early-life predictors of obesity

A range of important early-life predictors of later obesity have been identified. Children of lower socioeconomic position (SEP) have a steeper weight gain trajectory from birth with a strong socioeconomic gradient in child and adult obesity prevalence. An assessment of the association between SEP and the early-life predictors of obesity has been lacking. The review involved a two-stage process: Part 1, using previously published systematic reviews, we developed a list of the potentially modifiable determinants of obesity observable in the pre-natal, peri-natal or post-natal (pre-school) periods; and part 2, conducting a literature review of evidence for socioeconomic patterning in the determinants identified in part 1. Strong evidence was found for an inverse relationship between SEP and (1) pre-natal risk factors (pre-pregnancy maternal body mass index (BMI), diabetes and pre-pregnancy diet), (2) antenatal/peri natal risk factors (smoking during pregnancy and low birth weight) and (3) early-life nutrition (including breastfeeding initiation and duration, early introduction of solids, maternal and infant diet quality, and some aspects of the home food environment), and television viewing in young children. Less strong evidence (because of a lack of studies for some factors) was found for paternal BMI, maternal weight gain during pregnancy, child sleep duration, high birth weight and lack of physical activity in young children. A strong socioeconomic gradient exists for the majority of the early-life predictors of obesity suggesting that the die is cast very early in life (even pre-conception). Lifestyle interventions targeting disadvantaged women at or before child-bearing age may therefore be particularly important in reducing inequality. Given the likely challenges of reaching this target population, it may be that during pregnancy and their child's early years are more feasible windows for engagement.