Presenter/s |
Presentation Title |
Abstract |
Mrs Karen Guo, Unitec Institute of Technology, New Zealand |
Sameness, equality, othering role, minority status or else? -reconsidering immigrant parent school participation |
This presentation discusses one finding of a PhD research study on Chinese immigrant parents’ goal of sameness in education and uses this finding to discuss the parental involvement in early childhood settings, followed by an examination of the children’s struggles to reconcile the cultural differences in non-Chinese learning settings. |
Mrs Cynthia Meredith, Hawthorndene Kindergarten |
Children’s voice on integrated peer play opportunities--- an intimate example |
Discovering young children’s ideas about their learning can be challenging! This presentation describes the experiences of educators who embarked on a study seeking children’s ideas about an integrated play initiative between school children and preschool children. The research findings gave the educators an insight into children’s viewpoints and so gives grounds for the right’s of children to be respected in future planning. |
Dr Heather D’Cruz & Karen Stagnitti, Deakin University |
When parents love and don’t love their children: some children's stories |
A small group of Anglo Australian children aged six to eight years from middle-class, heterosexually-partnered families expressed through stories what it meant when parents love and care for their children, and when they do not. What insights may be gained for professional practice in statutory services for children and parents? |
Ms Janette Kelly & Ms Gaye Jurisich, Univeristy of Waikato |
Seeing things differently: Student teachers' views of children's rights in ECE settings |
This workshop will recreate some learning opportunities that caused student teachers at the University of Waikato to see things differently in terms of children’s rights (espoused in UNCROC, 1990). Our focus was on responsive visual arts programmes, centred on society, culture, the environment, and the wider communities surrounding ECE settings. |
Dr Ivar Kvistad, Deakin University |
The Globalisation of Children’s Rights: Some Problems, Limitations and Hopes |
The championing of children’s rights is a special extension of the discourse of universal human rights – while also being distinct from them. What gives rise to this special treatment? To answer this question, this paper turns to cultural histories of the idea of childhood and some recent controversies concerning children. |
Dr Linda Mitchell & Claire Davison, University of Waikato |
Early childhood education as sites for democratic citizenship: Tensions, challenges and possibilities in New Zealand's policy framing |
This paper draws on New Zealand research to highlight tensions and challenges inherent in a market approach to provision of early childhood services, and highlights possibilities for new directions that would help develop early childhood services as sites for democratic citizenship. |
Dr Linda Mitchell, University of Waikato; Maggie Haggerty, Victoria University of Wellington & Yvette Simonsen, Wadestown Kindergarten |
Multimodal literacies in family and early childhood centre contexts: A pedagogy of relationships |
This paper draws from action research undertaken by Wadestown Kindergarten, a New Zealand Centre of Innovation, which investigated the role of people, places and practices in mediating children's use of multimodal literacies. Using vignettes from case studies of children and families, it explores the powerful insights about children's literacies that can come from finding out about families' interpretation of pedagogical documentation. |
Ms Pauline Barbara Bishop, UNITEC NZ Te Whare Waananga o Wairaka |
Honouring children's voices |
This interactive workshop gives the participants an opportunity to explore the notion of mana and how the adoption of this notion may influence: teacher practice, the rights of the child and child management policies in New Zealand Early Childhood Centres. |
Ms Audrey D’Souza Juma, CEIEC, University of Melbourne |
Children's rights and informed consent: Is it really that informed? |
This paper highlights the ethical dilemmas in gaining children’s informed consent in a majority world context of Pakistan. Based on how children and their rights are viewed, it argues that informed consent may not really be informed after all, and therefore alternate practices may be needed to ensure that informed consent is really informed. |
Associate Professor Veronica Pacini-Ketchabaw, Sylvia Kind, Kirsten Chan, Laurie Kocher & Alejandra Sanchex University of Victoria |
Children As Active Participants of Curriculum Production |
This symposium includes a series of papers that address children's rights within the context of learning in early childhood education. The papers are a unique collection that engages with innovative and cutting-edge understandings of early childhood education curriculum and children's voices. |
Pat Jewell |
The impact of “identity” on the relationship between early childhood professionals and families |
The twentieth anniversary of the UN Convention on the Rights of the Child provides an opportunity to look again at the importance of the early childhood professionals’ connection with families. In particular the role of “identity” in these relationships will be discussed using findings from my Masters research and “Conversation Starters” project will be discussed. |
Associate Professor Alma Fleet, Janet Robertson, Catherine Patterson, Ros Kitson & Toby Honig, Macquarie University |
Surveillance or empowerment? Children's rights through a lens of pedagogical documentation |
This session will confront the tensions between the rights of teachers to plan on the basis of observing children's behaviours, the rights of children to have their voices heard in children's settings, and the rights of teachers and children to live their own lives in shared spaces. |
Dr Iris Duhn, The University of Auckland; Marina Bachmann& Kate Harris, Collectively Kids, Auckland |
A place for global citizens? |
We draw on data from a research project that focuses on ethics of care for self, other and the environment in Auckland, New Zealand. The particular concern for teachers in the Auckland centre is climate change and the challenges posed for pedagogy and children’s participation, decision-making and contribution as an enactment of global citizenship. |
Jane Lane, Haki Kapasi & Patrice Lawrence, National Children's Bureau |
Understanding the reality of racism as a fundamental aspect of implementing racial equality in the early years/childhood sector |
Understanding the reality of racism as a fundamental aspect of implementing racial equality in the early years/childhood sector |
Ms Lisa McKay-Brown, Travancore School/Royal Children's Hospital |
Supporting children with social-emotional disorders in the early childhood classroom: developing positive support plans |
Within mainstream schools, young children with social-emotional disorders present unique challenges to teachers. Their anti-social behaviour often leads to peer and teacher rejection and future disengagement with the school system. This paper presents case studies of young children in Victoria and examines the interventions developed to support their specific needs. |
Ms Cathy Lowy, University of Melbourne |
Autonomy Respecting Rights of the Child and Psychoanalytic Theory |
I expand the view, argued in an earlier paper, that the autonomy-respecting rights of the child may be best rooted in what I have called 'the appropriate projects of children". This notion is unpacked here by recourse to psychoanalytic theory. |
Emma Kearney, Charles Sturt University; Debra Mudra & Clare Erickson-Petrie, City of Wodonga |
Challenges to the transformative potential of consultation with children and young people |
This presentation reflects upon the nature of consultation with children and young people across the life of a collaborative project between a university,a local council and a range of local educational settings. Conclusions are drawn about the significance of multiple, ongoing and authentic opportunities for consultation with children and young people. |
Dr Karina Davis, Dr Kylie Smith, Dr Jane Page & Prasanna Srinivasan, CEIEC, University of Melbourne; Claudine Lam, Brunswick Kindergarten & Sharon Saitta, Swanston Street Children’s Centre, University of Melbourne |
Transitions to school in Victoria: ‘A positive start to school’ for whom? |
This paper will discuss the transition to school literature and explore both what the literature argues makes transitions for young children successful as well as explore what the Victorian governments new policies around transitions means for children, families and early childhood professionals in practice. |
Dr Karina Davis & Merlyne Cruz, CEIEC, University of Melbourne & Vicki Hynam, Kimberley TAFE |
Investigating respectful partnerships between Indigenous and non-Indigenous early childhood communities |
Investigating respectful partnerships between Indigenous and non-Indigenous early childhood communities |
Kerry Purdue, University of Canterbury College of Education |
Children with disabilities and their families’ rights to access and participate in high-quality early childhood education |
In New Zealand, as in other countries, legislation and policy states that every young child has the right to participate in and receive a high-quality early childhood education. This paper explores some of the issues and challenges that we need to address in early childhood education to ensure that children with disabilities and their families rights to a high-quality early childhood education are protected and upheld. |
Associate Professor Judith Duncan, University of Canterbury |
Participation, protection and provision in the Aotearoa New Zealand Kindergarten early childhood context |
This presentation discusses the findings from current research interviewing over 200 individuals involved in NZ kindergarten settings. It will discuss how increasing participation in early childhood education has led to a change in provisions for children, and argue for the protection for diversity in ECE for children and their whanau |
Dr Jane Page, CEICE, University of Melbourne & Shari Stewart |
Children’s experiences and perspectives of their hospital experiences |
This session will outline children’s experiences and perspectives of their hospital experiences. It will also consider children’s views of their relationships with health professionals in hospital, including their perspectives on how they wish to be consulted in hospital and whether and ho they would like to be involved in decision making about their health care. |
Nicole Vesperman & Rachael Kinsella, Carinya Children's Centre Hunter TAFE |
De-censoring Childhood – Including Risk In Children’s Services to Empower Children and Enhance Curriculum |
Drawing on current research by Gill (2007) and Louv (2005) we explore changes to childhood over previous generations and restrictions placed on children's decision making. The ability of children to take risks has beneficial effects of confidence and mental health. We show real examples of children's physical and emotional risk taking in a 0-5 children's centre to advocate possibilites for risk taking within our heavily regulated environment. |
Dr Gloria Boutte, University of South Carolina, Dr George Johnson & Mrs Kimberly Howard |
Beyond the Illusion of Diversity in Classrooms |
Theoretically and methodologically, this session draws from Critical Race Theory and uses a variety of voices, perspectives, and media (e.g., photos, music, narratives) to provoke educators to move beyond the illusion of diversity and challenge claims of color-blindness and “dysconscious racism." |
Dr Jane Page, CEIEC, University of Melbourne & Millie Olcay |
Honouring young children’s participation in early childhood educational programmes |
This paper will address the challenges and possibilities for honouring young children’s participation in early childhood educational programmes through research that addressed 1) the impact of young children’s practices of participation on their friends’ identities as members of a social group and 2) the ways early childhood educators include children’s voices in curriculum decision-making. |
Associate Professor Lyn Fasoli, Alison Wunungmurra & Rebekah Farmer, Batchelor Institute of Indigenous Tertiary Education |
Creche Kit for Remote Indigenous Training and Sustainability |
This presentation analyses policy and practice issues associated with the delivery of early childhood training in remote Indigenous communities. Using the example of the Creche Kit Project, values that appear to drive current approaches to training delivery in remote Indigenous communities are explored and contrasted with those of participating communities. |
Carmel Phillips, Victorian Curriculum and Assessment Authority & Karen Weston, Department of Education and Early Childhood Development |
Transforming early childhood education and care through the Early Childhood Development strategy: the national Early Years Learning Framework , the Victorian Early Years Learning and Development Framework and Transitions to School Initiative |
In this session Carmel and Karen will discuss the national Early Years Learning Framework and the Victorian Government's Victorian Early Years Learning and Development Framework and policy developments including the feedback from the trials and implementation plans from 2010. |
Dr Greg Lyons, Save the Children Australia |
Child rights in action: case studies from Bangladesh |
Save the Children Australia has worked in Bangladesh for nearly twenty years. This slide presentation will outline projects of the NGO that are based on the principles of the UNCRC - including a project to eliminate corporal punishments in schools, an advocacy project ("the Child Parliament") and a drop-in centre for working children. |
Ms Lyn Zollo, Queensland University of Technology |
Young children’s participation and decision making in the Arts |
This poster presentation consists of a set of six posters, demonstrating important components of quality arts experiences for babies and toddlers.The posters document the process of both preservice teachers and young children's decision making and participation in developing quality arts experiences. |
Merlyne Cruz, CEIEC, University of Melbourne; Liz Thomas and Vicki Hynam, Kimberley TAFE & the Children, Carer and Country Kimberley participants |
Learning and Growing Respectfully Together: Building Culturally Relevant Children’s Services |
Communities in the Western Kimberley region face specific challenges in the care and education of their children. This session will describe an action research venture (Children, Carer and Country) between Kimberley TAFE and The University of Melbourne (CEIEC). The project informs training delivery in the area of Children's Services in remote Aboriginal communities in the West Kimberley. The overall aim of the project is to build Indigenous students’ capacity to develop culturally appropriate children's services in their communities. |
Ms Miriam Giugni, University of Melbourne |
The ethnicity of a spoon: 'Becomings' in everyday routine times in early childhood curriculum |
Routines form the backbone of everyday life in early childhood curriculum. They distribute time, map uses of space and direct emplacement of children and early childhood educators within in them. This presentation shares stories from a 12 month poststructuralist action research study exploring the how, and to what extent, equity was experienced and practiced in everyday routines by children and early childhood educators, including the author, in early childhood curriculum. |
Ms Megan Gibson, School of Early Childhood, QUT |
“When I am a ‘qualified’ teacher, I want to educate school age children”: the rights of children of all ages to qualified teachers |
This seminar describes a research undertaking which is designed as an inquiry into how the professional identities of early childhood teachers are shaped and informed. The research explores preservice teachers' thoughts about child care and their future work options and “zooms in” on a child care field studies unit. At this point of the project, it is too early to make any definitive claims, but some early points of interest are emerging, and are offered in this seminar for consideration. |
Ms Lisa McKay-Brown, University of Melbourne |
Laugh lines, smudged mascara and inappropriate language: struggles with power when implementing a violence prevention program in a school setting |
Power and dominance - not necessarily the best unexpected themes to find in your data towards the end of writing a thesis. This paper will discuss how this realisation came about and how these themes impacted on the children through the implementation of a school policy. |
Ms Lisa Terreni, Victoria University of Wellington |
In and out of the closet: Successes and challenges experienced by gay and lesbian headed families in their interactions with the education system in New Zealand |
To add to new knowledge about families in which lesbians and gay men parent dependent children in contemporary New Zealand society a collaborative, qualitative research project was undertaken for the New Zealand Families Commission in 2008.The study explored the successes and challenges these families encountered in their lives. Information from the study has guided suggestions for socially just and inclusive teacher practice to help protect children of gay and lesbian parents. |
Dr Linda Knight, University of Canberra |
Visualising resistance: keeping diverse modes for communication in early education |
Recent policy documents enable critical interrogation of how ‘literacy’ is purposefully positioned as essential for intellectual, social, cultural and economic success. ‘Literacy’ is contextualized as a political, governed subject for promoting and upholding hierarchised conventions of learning and intellect.
‘Literacy’ is presented as a politicized subject that ultimately excludes children from having control over their education. |
Dr Jenny Ritchie & Ms Cheryl Rau, Unitec Institute of Technology |
Ecological counter-narratives of interdependent wellbeing in Aotearoa |
Maori children in early childhood services in Aotearoa/New Zealand mediate tensions generated by colonising boundaries. Accessing our whakapapa (origins) is an indigenous right. As indigenous lands have been devastated through colonial expansion, so have our languages and knowledges been undermined and undervalued. M?ori have long been concerned to restore these taonga (treasures) to a place of privilege and strength. Similarly, there is currently a growing awareness and concern for the wellbeing of our planet and its ecosystems, as their deterioration begins to threaten the survival of our future generations. This symposium presents some theorising and analysis from a current two-year TLRI study which aims to provide counter colonial narratives expressive of pedagogies of hope and restoration for both indigenous peoples and the natural world. |
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