Teachers' perceptions of their abilities to be educational leaders in Victorian childcare settings

In the context of new national regulatory requirements for designated educational leaders in early childhood settings, 11 Victorian teachers participated in semi-structured interviews exploring their perceptions of their ability to act as educational leaders in their childcare centres. Analysis of these interviews showed that, while teachers successfully made changes within their rooms, only those with a formal title or authority expressed confidence in their ability to lead change across their centres. Barriers to leadership included lack of time and a perception that their teacher qualifications 'did not buy authority'. A hierarchical model of leadership appeared dominant within the centres. The findings suggest both time allowance and formal role designation as strategies to support the new leadership roles, but also raise questions about the most effective models for supporting teacher leadership in childcare contexts.

Mentoring for early childhood teachers: research report 2012

This report presents an exploration of mentoring, mentoring models and evaluates the capacity of the early childhood sector to support mentoring of early childhood teachers. Included in the report is the investigation of the mentoring model used by VIT for provisionally registered teachers and other models currently employed by cluster managers and local governments.

Findings from a previous project which involved a review of the literature surrounding effective professional learning models for supporting early career early childhood teachers (Mayer & Nolan, 2008) informed the early stages of this work. Mayer and Nolan’s (2008) work highlighted supportive models of professional learning implemented both nationally and internationally and the important role mentoring played within successful models. This work provided the stimulus for a more focused and updated literature review and also provided the background to a more localised study of mentoring models currently being implemented across Victoria.

The research mapped programs that were currently on offer to kindergarten teachers across the state providing information about program design, delivery and content. The DEECD, whilst not holding information relating to the availability of alternative mentoring programs, did have anecdotal information that these mentoring initiatives did exist in varying forms across regions.

Making a difference for young gifted and talented children

Online resource, Department of Education and Early Childhood Development

Professionals who work with young children who are gifted or talented can make a real difference to them reaching their full potential.

This resource provides early childhood professionals with information and resources to help identify and provide learning for young gifted and talented children (from infancy to eight years old) and their families.

Gifted and talented young children experience wellbeing and positive development when provided with supportive and challenging learning environments that are responsive to their individual strengths and interests.

Every early childhood professional will be working with gifted children. It is estimated that 10–15 per cent of children are gifted, which means a typical early childhood group or school class will contain at least one gifted child. Many will have more, so it is imperative that professionals reflect on their practice and seek professional learning opportunities to increase their understanding and knowledge of giftedness and talent in young children.

Research has shown that educators who have received professional learning opportunities or pre-service preparation in giftedness and talent are better able to recognise and understand giftedness in children, and have more positive attitudes towards it.

The professional learning opportunities in this online resource will assist professionals to identify and engage in good practice when working with young gifted and talented children.

Early years education in the primary years programme (PYP): Implementation strategies and programme outcomes : interim report

This is the October 2013 Interim Report as part of the 'Early Years Education in the Primary Years Programme (PYP): Implementation Strategies and Programme Outcomes' Project submitted to the International Baccalaureate Organisation. This project is investigating implementation strategies and outcomes in Early Years Education in the Primary Years Programme of the IB, through a mixed-methods approach using both quantitative and qualitative data. It is based on intensive case studies of five Early Years Stage programmes within the IB Primary Years Programme, at three sites in Australia and two sites in Singapore.

Scaffolding, analysis and materials: contributing factors in an unexpected finding of advanced infant/toddler pretend play?

As part of a longitudinal study, infant/toddler pretend play development and maternal play modelling were investigated in dyadic context. A total of 21 children were videotaped in monthly play sessions with their mothers, from age 8 to 17 months. Child and mother pretend play frequencies and levels were measured using Brown’s Pretend Play Observation Scale. Child IQ assessments at 5 years (Stanford–Binet IV) indicated average to high ability levels (M = 122.62). Descriptive analyses showed that children’s levels of pretend development were markedly in advance of age-typical expectations. With a previous analysis showing no specific associations between play levels and IQ, intensive maternal scaffolding, data analysis approaches and use of abstract play materials are proposed as possible contributory factors to the children’s advanced pretend play development.

Giftedness in early childhood

 Article explores the identification of, and response to giftedness in very young children.

Early years education in the primary years programme: implementation strategies and programme outcomes

This mixed-methods study investigated implementation strategies and child learning outcomes in early years education in the Primary Years Programme. Researchers from Deakin University evaluated processes and outcomes in four early years programmes, two in Singapore and two in Melbourne, Australia. Researchers collected qualitative data through classroom observations, drawings and writing produced by children, and interviews with educators, coordinators and parents. Quantitative data was collected through assessments of children’s literacy, developmental school readiness and learning skills. Three of the early years programmes appeared to support the development of learner profile attributes through inquiry-led learning and play-based approaches, while one site in Singapore was still in a developmental stage of implementing the programme. The study suggested that literacy skills at all sites were fairly developed; that children were performing at levels commensurate with or better in terms of school readiness; and that children were developing learning skills at higher rates than a comparative sample.

The Harbour outdoors: Investigating how children and educators engage with the outdoor learning space at the Harbour Family and Children's Centre

The aim of the research was to carry out an in-depth case study of the outdoor space at a purposively designed outdoor learning space in a demonstration childcare program in an Australian city. The design of the outdoor space emphasises natural elements and sustainability, while the program uses an indoor/outdoor approach with multi-age sharing of the space. The report included staff, management and researcher perspectives on how the outdoor space worked for children and staff, and provided findings that could inform the ongoing professional processes of reflection on the learning environment at the centre. In addition, the researchers also sought the views of the original designers of the outdoor space, and od centre management at the time when outdoor space was being designed and built. The researchers considered that their perspectives, along with those of current management and staff, could assist in addressing questions of long-term sustainability and practicality in the design of outdoor spaces in childcare centres.