Enhancing the Australian early childhood teacher education curriculum about very young children

References

• Ackerman, D. J. (2005). Getting teachers from here to there: Examining issues related to an early care and education teacher policy. Early Childhood Research and Practice, 7(1). Retrieved from http://ecrp.uiuc.edu/v7n1/ackerman.html
   Google Scholar
• Agbenyega, J. (2012). How we view our theoretical competency: Early childhood pre-service teachers’ self-evaluation of a professional placement experience. Australasian Journal of Early Childhood, 37(2), 141–147.
   Google Scholar
• Ali, C. (2009). Impacts on the professional practice of kindergarten teachers working in long day care (Unpublished Honours thesis). Deakin University, Victoria, Australia.
   Google Scholar
• Alvestad, T., Bergem, H., Eide, B., Johansson, J. E., Os, E., Palmadottir, H. … Winger, N. (2014). Challenges and dilemmas expressed by teachers working in toddler groups in the Nordic countries. Early Childhood Development and Care, 184(5), 671–688. doi: 10.1080/03004430.2013.807607
   Google Scholar
• Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. doi: 10.1111/j.1467-8535.2007.00793.x
   Web of Science ®Google Scholar
• Brownlee, J., & Berthelsen, D. (2006). Personal epistemology and relational pedagogy in early childhood teacher education programs, Early Years, 26, 17–29.
   Google Scholar
• Brownlee, J., Berhelsen, D., & Segaran, N. (2009). Childcare workers’ and centre directors’ beliefs about infant childcare quality and professional training. Early Childhood Development and Care, 179(4), 453–475. doi: 10.1080/03004430701217688
   Google Scholar
• Cannella, G. S. (1997). Deconstructing early childhood education: Social justice and revolution. New York: Peter Lang.
   Google Scholar
• Colasante, M. (2011). Using video annotation to reflect on and evaluate physical education pre-service teaching practice. Australasian Journal of Educational Technology, 27(1), 66–88.
   Web of Science ®Google Scholar
• Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: NAEYC.
   Google Scholar
• Corrin, L., Bennett, S., & Lockyer, L. (2010). Digital natives: Everyday life versus academic study. Proceedings of the Seventh International Conference on Networked Learning 2010 (pp. 643–650). Lancaster: Lancaster University.
   Google Scholar
• Council of Australian Governments. (2009). National quality framework for early childhood education and care. Retrieved from http://www.coag.gov.au/early_childhood
   Google Scholar
• Department of Education, Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia. Retrieved from http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/Pages/EarlyYearsLearningFramework.aspx
   Google Scholar
• Dong, A., Li, H., & Wang, B. (2010). Ontology-driven annotation and access of educational video data in e-learning. Retrieved March 16, 2012 from http://www.intechopen.com/books/e-learning-experiences-and-future/ontology-driven-annotation-and-access-of-educational-video-data-in-e-learning
   Google Scholar
• Garvis, S., Lemon, N., Pendergast, D., & Yim, B. (2013). A content analysis of early childhood teachers’ theoretical and practical experiences with infants and toddlers in Australian teacher education programs. Australian Journal of Teacher Education, 38(9), 25–36, Article 3. doi: 10.14221/ajte.2013v38n9.5
   Google Scholar
• Helsper, E. J., & Eynon, R. (2009). Digital natives: Where is the evidence? British Educational Research Journal, 36(3), 503–520. doi: 10.1080/01411920902989227
   Web of Science ®Google Scholar
• Herrington, A., & Herrington, J. (Eds.). (2006). Authentic learning environments in higher education. Hershey: Information Science Publishing.
   Google Scholar
• Howe, N., & Strauss, W. (2003). Millennials go to college. New York: LifeCourse.
   Google Scholar
• Hyson, M., Tomlinson, H. B., & Morris, C. A. S. (2009). Quality improvement in early childhood teacher education: Faculty perspectives and recommendations for the future. Early Childhood Research & Practice, 11(1). Retrieved from http://ecrp.uiuc.edu/v11n1/hyson.html#responses
   Google Scholar
• Ireland, L. (2006). When babies have teachers: A study of how three community based children’s services employ early childhood teachers in infant–toddler programs. Paper presented at Australian Association for Research in Education (AARE) Conference, University of South Australia.
   Google Scholar
• Johansson, I., & Sandberg, A. (2012). Learning and knowledge development in preschool teacher education and practicum. Early Childhood Development and Care, 182(7), 907–920.
   PubMedGoogle Scholar
• John, P. D., & Wheeler, S. (2007). The digital classroom: Harnessing the power of technology for the future of learning and teaching. London: Routledge/David Falmer.
   Google Scholar
• Kaufman, P. B. (2009). On the utility and uses of video in higher education. Intelligent television video for culture & education. Accessed March 15, 2012 from http://www.intelligenttelevision.com/thinkpieces/article/on-the-utility-and-uses-of-video-in-higher-education/
   Google Scholar
• Keengwe, J. (2007). Faculty integration of technology into instruction and students’ perceptions of computer technology to improve student learning. Journal of Information Technology Education, 6, 169–180.
   Google Scholar
• Krathwohl, D. R. (2002). A revision of bloom's taxonomy: An overview. Theory into Practice, 41(4), 212–218. doi: 10.1207/s15430421tip4104_2
   Web of Science ®Google Scholar
• Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Beverley Hills, CA: Sage.
   Google Scholar
• Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of learning technologies (2nd ed.). London: Routledge Falmer.
   Google Scholar
• Leavitt, R. (1995). The emotional culture of infant-toddler day care. In A. Hatch (Ed.), Qualitative research in early childhood settings (pp. 1–19). London: Praegar.
   Google Scholar
• Lemon, N., Colasante, M., Corneille, K., & Douglas, K. (2013). Video annotation for collaborative connections to learning: Case studies from an Australian higher education context. In C. Wankel (Ed.), Cutting-edge technologies in higher education, Vol. 6F ( Chapter 8, pp. 181–214). Bingley: Emerald Group Publishing.
   Google Scholar
• Lemon, N., & Garvis, S. (in press). Encouraging reflective practice with future early childhood teachers to enhance the national standards: An Australian case study. Australian Journal of Early Childhood.
   Google Scholar
• Manning-Morton, J. (2006). The personal is professional: Professionalism and the birth to threes practitioner. Contemporary Issues in Early Childhood, 7(1), 42–52. doi: 10.2304/ciec.2006.7.1.42
   Google Scholar
• McMullen, M., & Alat, K. (2002). Education matters in the nurturing of the beliefs of preschool caregivers and teachers. Early Childhood Research and Practice, 4(2). Retrieved from http://ecrp.uiuc.edu/v4n2/mcmullen.html
   Google Scholar
• Moody, J. (2009). Key elements in a positive practicum: Insights from Australian post-primary pre-service teachers. Irish Educational Studies, 28(2), 155–175. doi: 10.1080/03323310902884219
   Web of Science ®Google Scholar
• Moss, P. (2006). Structures, understandings and discourses: Possibilities for re-envisioning the early childhood worker. Contemporary Issues in Early Childhood, 7(1), 30–41.
   Google Scholar
• Nolan, A., & Rouse, E. (2013). Where to from here? Career choices of pre-service teachers undertaking a dual early childhood / primary qualification. Australian Journal of Teacher Education, 38(1), 1–10. doi: 10.14221/ajte.2013v38n1.8
   Google Scholar
• Norris, D. (2010). Raising the educational requirements for teachers in infant toddler classrooms: Implications for institutions of higher education. Journal of Early Childhood Teacher Education, 31, 146–158. doi: 10.1080/10901021003781221
   Google Scholar
• Pianta, R., & Hamre, B. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119. doi: 10.3102/0013189X09332374
   Web of Science ®Google Scholar
• Ray, A., Bowman, B., & Robbins, J. (2006). Preparing early childhood teachers to successfully educate all children: The contribution of four-year undergraduate teacher preparation programs. A Project of the Initiative on Race, Class and Culture in Early Childhood, Final Report to the Foundation for Child Development, New York.
   Google Scholar
• Recchia, S. L., & Shin, M. (2010). ‘Baby teachers’: How pre-service early childhood students transform their conceptions of teaching and learning through an infant practicum. Early Years: An International Journal of Research and Development, 30(2), 135–145. doi: 10.1080/09575141003648357
   Google Scholar
• Rouse, E. (2008). New directions for early childhood education: An analysis of the Rudd Government's policy directions for early childhood education in Australia. Melbourne: Victoria University.
   Google Scholar
• Rouse, L., Morrissey, A. M., & Rahimi, M. (2012). Problematic placement: Pathways pre-service teachers’ perspectives on their infant/toddler placement. Early Years, 32(1), 87–98. doi: 10.1080/09575146.2011.610299
   Google Scholar
• Ryan, S., & Grieshaber, S. (2005). Shifting from developmental to postmodern practices in early childhood teacher education. Journal of Teacher Education, 56(1), 34–45. doi: 10.1177/0022487104272057
   Web of Science ®Google Scholar
• Sims, M. (2007). The determinants of quality care: Review and research report. In E. Hill, B. Pocock, & A. Elliot (Eds.), Kids count: Better early childhood education and care in Australia (pp. 220–45). Sydney: Sydney University Press.
   Google Scholar
• Stough, L. (2006). The place of classroom management in the standards in teacher education. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management. Research, practice, and contemporary issues (pp. 909–924). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Sumsion, J. (2007). Sustaining the employment of early childhood teachers in long day care: A case for robust hope, critical imagination and critical action. Asia-Pacific Journal of Teacher Education, 35, 311–327. doi: 10.1080/13598660701447247
   Web of Science ®Google Scholar
• Wallen, N., & Fraenkel, J. (2001). Educational research: A guide to the process (2nd ed.). Mahwah, NJ: Erlbaum.
   Google Scholar