580
Views
0
CrossRef citations to date
0
Altmetric
Articles

Supporting practice change in early years classrooms: Australia and Turkey as case studies

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 31-45 | Received 15 Jun 2020, Accepted 02 Jan 2021, Published online: 28 Feb 2021

References

  • Adkins, L. 2003. “Reflexivity: Freedom or Habit of Gender?” Theory, Culture & Society 20 (6): 21–42. doi:10.1177/0263276403206002.
  • Aras, S. 2016. “Free Play in Early Childhood Education: A Phenomenological Study.” Early Child Development and Care 186 (7): 1173–1184. doi:10.1080/03004430.2015.1083558.
  • Aras, S., and E. Merdin. 2020. “Play-based Teaching Practices of Turkish Early Childhood Teachers.” Issues in Educational Research 30 (2): 420–434.
  • Beecher, B., and L. Arthur. 2001. Play and Literacy in Children’s Worlds. Newtown, Australia: Primary English Teaching Association.
  • Bennett, N., E. Wood, and S. Rogers. 1997. Teaching Through Play: Reception Teachers’ Theories and Practice. Buckingham: Open University Press.
  • Boler, M. 1999. Feeling Power: Emotions and Education. New York: Routledge.
  • Bourdieu, P. 1977. Outline of a Theory of Practice. Translated by R. Nice. Cambridge: Cambridge University Press.
  • Bourdieu, P. 1990. The Logic of Practice. Cambridge: Polity Press.
  • Bourdieu, P. 2005. “Habitus.” In Habitus: A Sense of Place, edited by J. Hillier and E. Rooksby, 43–49. Aldershot: Ashgate.
  • Bulunuz, M. 2012. “Developing Turkish Preservice Preschool Teachers’ Attitudes and Understanding About Teaching Science Through Play.” International Journal of Environmental and Science Education 7 (2): 141–166. ISSN 1306-3065.
  • Carson, J., V. Burks, and R. D. Parke. 1993. “Parent–Child Physical Play: Determinants and Consequences.” In Children’s Play in Society. Parent-Child Play: Descriptions and Implications, edited by K. MacDonald, 197–220. Albany, NY: State University of New York Press.
  • Cheng, D. P. W. 2001. “Difficulties of Hong Kong Teachers’ Understanding and Implementation of ‘Play’ in the Curriculum.” Teaching and Teacher Education 17 (7): 857–869. doi:10.1016/S0742-051X(01)00035-X.
  • Cohen, L., L. Manion, and K. Morrison. 2011. Research Methods in Education. 7th ed. Abingdon: Routledge.
  • Cranton, P. 2006. Understanding and Promoting Transformative Learning. 2nd ed. San Francisco: Jossey-Bass.
  • Darling-Hammond, L., R. C. Wei, A. Andree, N. Richardson, and S. Orphanos. 2009. Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Dallas, TX: National Staff Development Council.
  • DEEWR (Department of Education Employment and Workplace Relations). 2009. Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth Government.
  • Dewey, J. 1933. How We Think. Lexington, MA: C.C. Hesth. (Original Work Published in 1901).
  • Fenech, M., J. Sumsion, and J. Goodfellow. 2006. “The Regulatory Environment in Long Day Care: A ‘Double-Edged Sword’ for Early Childhood Professional Practice.” Australian Journal of Early Childhood 31 (3): 49–58.
  • Fleer, M. 2015. “Pedagogical Positioning in Play – Teachers Being Inside and Outside of Children’s Imaginary Play.” Early Child Development and Care 185 (11-12): 1801–1814. doi:10.1080/03004430.2015.1028393.
  • Fleer, M. 2018. “Conceptual Playworlds: The Role of Imagination in Play and Learning.” Early Years: An International Research Journal. Advance Online Publication. doi:10.1080/09575146.2018.1549024.
  • Flick, U. 2007. Designing Qualitative Research. Los Angeles, CA: Sage.
  • Flores, M. A., and C. Day. 2006. “Contexts Which Shape and Reshape New Teachers’ Identities: A Multi-Perspective Study.” Teaching and Teacher Education 22 (2): 219–232. doi:10.1016/j.tate.2005.09.002.
  • Greve, A. 2013. “Play for Learning and Learning for Play: Children’s Play in a Toddler Group.” Nordic Early Childhood Education Research 6 (27): 1–7. doi:10.7577/nbf.440.
  • Guskey, T. R. 2003. “What Makes Professional Development Effective?” Phi Delta Kappan 84 (10): 748–750. doi:10.1177/003172170308401007.
  • Herrington, J., and R. Oliver. 2006. “Professional Development for the Online Teacher: An Authentic Approach.” In Authentic Learning Environments in Higher Education, edited by A. Herrington and J. Herrington, 283–295. Hershey, USA: Information Science Publishing.
  • Hoorn, J., P. Nourot, B. Scales, and K. Alward. 2015. Play at the Centre of the Curriculum. 6th ed. Upper Saddle River, NJ: Pearson.
  • Irvine, S., and J. Price. 2014. “Professional Conversations: A Collaborative Approach to Support Policy Implementation, Professional Learning and Practice Change in ECEC.” Australasian Journal of Early Childhood 39: 85–93. doi:10.1177/183693911403900311.
  • Jarvis, P. 1987. Adult Learning in the Social Context. London: Croom Helm.
  • Keating, I., H. Fabian, P. Jordan, D. Mavers, and J. Roberts. 2000. “‘Well I’ve Not Done Any Work Today. I Don’t Know Why I Came to School’: Perceptions of Play in the Reception Class.” Educational Studies 26 (4): 437–454. doi:10.1080/03055690020003638.
  • Klehm, M. 2014. “The Effects of Teacher Beliefs on Teaching Practices and Achievement of Students with Disabilities.” Teacher Education and Special Education 37 (3): 216–240. doi:10.1177/0888406414525050.
  • McNay, L. 2008. Against Recognition. Cambridge, UK: Polity Press.
  • Mezirow, J. 1981. “A Critical Theory of Adult Learning and Education.” Adult Education 32 (1): 3–24. doi:10.1177/074171368103200101.
  • Mezirow, J. 1997. “Transformative Learning: Theory to Practice.” New Directions for Adult and Continuing Education 74 (1): 5–12. doi:10.1002/ace.7401.
  • Mezirow, J. 2003. “Transformative Learning as Discourse.” Journal of Transformative Education 1 (1): 58–63. doi:10.1177/1541344603252172.
  • Miller, E., and J. Almon. 2009. Crisis in the Kindergarten: Why Children Need to Play in School. College Park, MD: Alliance for Childhood.
  • Molla, T., and A. Nolan. 2019. “Identifying Professional Functionings of Early Childhood Educators.” Professional Development in Education 45 (4): 551–566. doi:10.1080/19415257.2018.1449006.
  • MoNE (Ministry of National Education). 2013. Preschool Education Program. Turkey: Ankara.
  • Nolan, A., A. Kilderry, and R. O’Grady. 2006. Young Children as Active Learners. Canberra: Early Childhood Australia.
  • Nolan, A., and T. Molla. 2018. “Teacher Professional Learning in Early Childhood Education: Insights from a Mentoring Program.” Early Years: An International Research Journal 38 (3): 258–270. doi:10.1080/09575146.2016.1259212.
  • Nolan, A., and L. Paatsch. 2018. “(Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling.” International Journal of Early Years Education 26 (1): 42–55. doi:10.1080/09669760.2017.1369397.
  • O’Donoghue, T. A. 2007. Planning Your Qualitative Research Project: An Introduction to Interpretivist Research in Education. Abingdon: Routledge.
  • Pascoe, S., and D. Brennan. 2017. Lifting Our Game: Report of the Review to Achieve Educational Excellence in Australian Schools Through Early Childhood Interventions. Melbourne, Australia: Victorian Government.
  • Peterson, J. B., and J. L. Flanders. 2005. “Play and the Regulation of Aggression.” In Developmental Origins of Aggression, edited by R. E. Tremblay, W. W. Hartup, and J. Archer, 133–157. New York: Guilford Press.
  • Pui-Wah, D. C., and P. Stimpson. 2004. “Articulating Contrasts in Kindergarten Teachers’ Implicit Knowledge on Play-Based Learning.” International Journal of Educational Research 41 (4-5): 339–352. doi:10.1016/j.ijer.2005.08.005.
  • Pyle, A., and E. Danniels. 2017. “A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play.” Early Education and Development 28 (3): 274–289. doi:10.1080/10409289.2016.1220771.
  • Rentzou, K., R. Slutsky, M. Tuul, M. Gol-Guven, G. Kragh-Müller, D. F. Foerch, and J. Paz-Albo. 2019. “Preschool Teachers’ Conceptualizations and Uses of Play Across Eight Countries.” Early Childhood Education Journal 47 (1): 1–14.
  • Rogers, S. 2010. “Powerful Pedagogies and Playful Resistance: Role Play in the Early Childhood Classroom.” In Engaging Play, edited by L. Brooker and S. Edwards, 152–165. Berkshire: Open University Press.
  • Rowan, L., J. Kline, and D. Mayer. 2017. “Early Career Teachers’ Perceptions of Their Preparedness to Teach ‘Diverse Learners’: Insights from an Australian Research Project.” Australian Journal of Teacher Education 42 (10): 71–92. doi:10.14221/ajte.2017v42n10.5.
  • Schön, D. A. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
  • Schön, D. 1987. Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass.
  • Shuey, E. and M. Kankaraš. 2018. “The Power and Promise of Early Learning.” OECD Education Working Papers, No. 186. Paris: OECD Publishing.
  • Stevens, J., B. Raban, and A. Nolan. 2014. Storytelling and Storymaking in the Early Years. Melbourne: Teaching Solutions.
  • Taylor, E. W. 2009. “Fostering Transformative Learning.” In Transformative Learning in Practice: Insights from Community, Workplace and Higher Education, edited by J. Mezirow and E. W. Taylor, 3–17. San Francisco: Jossey-Bass.
  • Timperley, H. 2008. “Teacher Professional Learning and Development.” Educational Practices, No.18. Brussels: International Academy of Education.
  • Van Manen, M. 1991. The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness. Albany: The State University of New York Press.
  • Varol, F. 2012. “What They Believe and What They Do.” European Early Childhood Education Research Journal 21 (4): 541–552.
  • Wenger, E., R. McDermott, and W.M. Snyder. 2002. Cultivating Communities of Practice. Boston, MA: Harvard Business School Press.
  • Whitebread, D., P. Coltman, H. Jameson, and R. Lander. 2009. “Play, Cognition and Self-Regulation: What Exactly are Children Learning When They Learn Through Play?” Educational and Child Psychology 26 (2): 40–52.
  • Wood, E. 2010. ““Developing Integrated Pedagogical Approaches to Play and Learning”.” In Play and Learning in the Early Years: From Research to Practice, edited by P. Broadhead, J. Howard, and E. Wood, 9–26. London: Sage.
  • Wu, S. 2014. “Practical and Conceptual Aspects of Children’s Play in Hong Kong and German Kindergartens.” Early Years 34 (1): 49–66. doi:10.1080/09575146.2013.818936.
  • Yoon, H. S. 2014. “Can I Play With You? The Intersection of Play and Writing in a Kindergarten Classroom.” Contemporary Issues in Early Childhood 15 (2): 109–121. doi:10.2304/ciec.2014.15.2.109.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.