Bibliography for EDN641 BETA

Allison, J. (1998). Dealing with staff and parent concerns. Child Care Information Exchange, 11, 50–53.

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Anstey, Michele. (1991). Blueprint for Assessment. In Blueprint for assessment: Vol. Bookshelf teacher support library (pp. 7–12). Ashton Scholastic.

Arthur, Leonie et al. (2003). Sharing the lived experiences of children. Australian Journal of Early Childhood, 28(2), 8–13. http://search.informit.com.au/fullText;dn=128845;res=AEIPT

Barnes, Heather. (2013). Chapter 2: Engaging in Reflective Practice as a Team. In Critical reflection as a tool for change: stories about quality improvement: Vol. Research in practice series (pp. 2–6). Early Childhood Australia.

Beaty, Janice J. (2004). Chapter 1 : Maintaining a safe classroom. In Skills for preschool teachers (7th ed, pp. 11–37). Pearson/Merrill Prentice Hall.

Beaty, Janice J. (2014). Chapter 1: Observing to Access Children’s Development. In Observing development of the young child (Eighth Edition, pp. 1–25). Prentice Hall.

Beaty, Janice J. (2017). Chapter 1: Maintaining a Safe Classroom. In SKILLS FOR PRESCHOOL TEACHERS. (10TH ED., pp. 9–39). PEARSON.

Beneke, Sallee Helm, Judy H & Steinheimer, Kathy. (1998). Chapter 1 The Value of Documentation. In Windows on learning (pp. 13–24). Teachers College Press.

Bentzen, W & Frost, M. (n.d.). Chapter 2 :Observing and Evaluating the Infant Child Care Program [Paperback]. In Seeing Child Care (pp. 21–44). Cengage Delmar Learning.

Berry, Julia. H. & Allen, Elizabeth. H. (2002). Faces to the window : the construction project. Early Childhood Research and Practice, 4(1), 1–31.

Bickart, T. S., Jablon, J. R., & Trister Dodge, D. (1999). Knowing the Children you Teach. In Building the primary classroom: a complete guide to teaching and learning (pp. 26–28). Teaching Strategies.

Boys, J. (project officer). (1984). Pp. 1-3, 11, 50-51. In The Teaching of Handwriting: a handbook (pp. 1–51). Department of Education, Queensland.

Bruce, Tina, Louis, Stella & McCall, Georgie. (2015). Chapter 2: What Works in Observation and Record-Keeping? In Observing young children (pp. 5–20). SAGE Publications.

Burgess, J & Fleet, A. (2009). Frameworks for change: Four recurrent themes for quality in early childhood curriculum initiatives. Asia-Pacific Journal of Teacher Education, 37(1), 45–61. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&custid=qut&db=eue&AN=36652130&site=ehost-live&scope=site

Cheeseman, Sandra & Fenech, Marianne. (n.d.). Quality Area 6 : Collaborative Partnerships with Families and Communities. In The early years learning framework: essential reading for the National Quality Standard: Vol. Research in practice series (pp. 21–24). Early Childhood Australia.

Chng, Angela. (2015). Documentations: Why and How? In Documenting children’s learning: Vol. Research in practice series (pp. 6–6). Early Childhood Australia Inc.

Clark, M. et al. (1998). Multi-age at Riverleigh. Child Care Information Exchange, 11, 54–56.

Clasien De Schipper, J. et al. (2004). Goodness-of-fit in center day care: relations of temperament, stability, and quality of care with the child’s adjustment. Early Childhood Research Quarterly, 19(2), 257–272. https://www.sciencedirect.com/science/article/pii/S0885200604000407/pdfft?md5=9c4cde9fecb15f6d2881effd7d4ebac8&pid=1-s2.0-S0885200604000407-main.pdf

Cohen, Dorothy et al. (1997). Chapter 1: Getting Started. In Observing and recording the behavior of young children (4th ed, pp. 1–13). Teachers College Press.

Cohen, Dorothy H. et al. (2008). Chapter 2 : Recording a Child’s Behavior During Routines. In Observing and recording the behavior of young children (5th ed, pp. 15–33). Teachers College Press.

Couchenour, Donna & Chrisman, K. (2013). Chapter 8: Family - Staff Relationships. In FAMILIES, SCHOOLS AND COMMUNITIES : TOGETHER FOR YOUNG CHILDREN. (5TH ED., pp. 186–213). WADSWORTH.

Curtis, Deb & Carter, Margie. (n.d.-a). Pages 74-75, 159-166 [Paperback]. In The Art of Awareness (pp. 77–166). Redleaf Press.

Curtis, Deb & Carter, Margie. (n.d.-b). Study Session: Learning to See. In The Art of Awareness (pp. 9–22). Redleaf Press.

Curtis, Deb & Carter, Margie. (2013). Chapter 14: Using Observations for Planning and Assessment. In The art of awareness: how observation can transform your teaching (Second edition, pp. 242–257). Redleaf Press.

Dahlberg, Gunilla, Moss, Peter, & Pence, Alan. (1999). Chapter 3 : Constructing Early Childhood : What Do We Think It Is? In Beyond quality in early childhood education and care: postmodern perspectives (pp. 43–61). Falmer Press.

Dalton, J. (1985). Chapter 2 : Effective management of Co-operative Groups pp. 11-27. In Adventures in thinking: creative thinking & co -operative talk in small groups (pp. 11–27). Nelson.

D’Angelo, S., Piper, A. M., & Hollan, J. (2013). Photos for documentation and communication in early childhood. CSCW 2013 : Proceedings of the 2013 ACM Conference on Computer Supported Cooperative Work Companion : February 23-27, 2013 San Antonio, Texas, USA, 135–138. https://doi.org/10.1145/2441955.2441990

Dempsey, Ian & Arthur-Kelly, Michael. (2007). Ch 4 : Reflecting and Acting on Teaching and Learning in Diverse Classrooms. In Maximising learning outcomes in diverse classrooms (pp. 45–62). Thomson Learning.

Dixon, Becky. (2001). Purposeful learning : a study of water. Early Childhood Research and Practice, 3(2), 1–17.

Douville-Watson, L., Watson, M. A., & Wilson, L. C. (2003). Ch 14 : pp. 385-392 and Ch. 8 : pp. 217-219. In Infants & toddlers: curriculum and teaching (5th ed). Delmar Learning.

Drummond, Tracey & Fitsch, Eva. (1999). Winter project. Early Childhood Education, 32(1), 3–9.

Education Department of Western Australia. (1996). Pp. 1-3 [Kit]. In The year 2 diagnostic net (Rev. ed, pp. 1–3). Dept. of Education.

Edwards, Susan & Cutter-Mackenzie, Amy. (2011). Environmentalising early childhood education curriculum through pedagogies of play. Australasian Journal of Early Childhood, 36(1), 51–59. http://search.informit.com.au/fullText;dn=950412946115367;res=IELHSS

Elliott, Sue & Davis, Julie. (2008). Introduction: Why Natural Outdoor Playspaces? In S. Elliott (Ed.), The outdoor playspace naturally for children birth to five years (pp. 1–14). Pademelon Press.

Farrell, A., & Danby, S. (2015). How does homework ‘work’ for young children? Children’s accounts of homework in their everyday lives. British Journal of Sociology of Education, 36(2), 250–269. https://doi.org/10.1080/01425692.2013.814532

Fasoli, L. et al. (2010). Chapter 12 : Playing as Becoming : Sharing Australian Aboriginal Voices on Play. In Play in early childhood education: learning in diverse contexts (pp. 215–232). Oxford University Press.

Fisher, J. (2013). Conversations and Observations: Learning about individual children. In Starting from the child: teaching and learning in the foundation stage (4th ed., pp. 25–46). McGraw-Hill Education. https://ebookcentral.proquest.com/lib/qut/reader.action?docID=1142853&ppg=38

Fisher, Julie. (1996). Chapter 2 : Conversations and Observations : Establishing a Baseline. In Starting from the child : teaching and learning from 3 to 8 (pp. 15–28). Open University Press/ McGraw Hill.

Fisher, Julie. (2002). Chapter 3 : Planning for Learning : Decisions About an Appropriate Curriculum. In Starting from the child: teaching and learning from 3 to 8 (2nd ed, pp. 38–46). Open University Press.

Fleer, Marilyn. (2015). What Do We Mean By Inclusion and an Inclusive Pedagogy? pp.1 ; A Team Approach to Creating Inclusive Settings pp.2. In Inclusive pedagogy from a child’s perspective: Vol. Research in practice series / Early Childhood Australia (pp. 1–2). Early Childhood Australia.

Fleer, Marilyn, Gomes, Judith & Marsh, Sue. (2014). Science learning affordances in preschool environments. Australasian Journal of Early Childhood, 39(1), 38–48. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&custid=qut&db=afh&AN=95525105&site=ehost-live&scope=site

Gammage, Philip. (2003). Observing young children. In Enhancing children’s development (pp. 100–119). Tertiary Press.

Gandini, L., & Edwards, C. P. (2001). Bambini: the Italian approach to infant/toddler care: Vol. Early childhood education series. Teachers College Press.

Gartrell, Dan. (2004). Chapter 5 : Using Guidance to Build an Encouraging Classroom: Beyond Time-Out. In The power of guidance: teaching social-emotional skills in early childhood classrooms (pp. 62–79). Thomson/Delmar Learning.

Glazzard, Jonathan. (n.d.). Chapter 4: Observation and Assessment. In P. Mukherji & L. Dryden (Eds.), Foundations of early childhood: principles and practice (pp. 62–79). SAGE.

Gordon, Ann M & Browne, Kathryn W. (2004). Observation and assessment : learning to read the child. In Beginnings & beyond (pp. 223–266). Thomson/Delmar Learning.

Gordon, Ann M. & Browne, Kathryn W. (2008). Chapter 6: Observation and Assessment: Learning to Read the Child. In Beginnings and beyond: foundations in early childhood education (7th ed, pp. 225–276). Thomson Delmar Learning.

Grieshaber, S. (1997). Back to basics : The Queensland year 2 diagnostic net. Curriculum Perspectives, 17(3), 28–38.

Hargreaves, Linda. (2002). Seeing Clearly: Observation in the Primary Classroom. In Beginning teaching, beginning learning in primary education (pp. 48–72). Open University Press.

Harris, Teresa & Fuqua, J. Diane. (1996). To build a house: Designing curriculum for primary grade children. Young Children, 52(1), 77–83.

Harrison, Neil. (2008a). Chapter 2 : Indigenous Ways of Learning. In Teaching and learning in indigenous education (pp. 13–32). Oxford.

Harrison, Neil. (2008b). Chapter 9 : Conclusion : The Things that Count in Indigenous Education. In Teaching and learning in indigenous education (pp. 146–153). Oxford.

Hawkins, K. (2016). Chapter 11 : Relationships between staff, children and families. In J. Ailwood, W. Boyd, & M. Theobald (Eds.), Understanding early childhood education & care in Australia: practices and perspectives (pp. 231–251). Allen & Unwin.

Helm, J. H., Beneke, S., & Steinheimer, K. (2007). Chapter 7: Individual and group products: Seeing is believing. In Windows on learning: Documenting young children’s work: Vol. Early childhood education series (2nd ed). Teachers College Press.

Hill, Lynn et al. (2002). Chapter 4 : The Preprofessional Portfolio. In Teaching and learning: collaborative exploration of the Reggio Emilia approach (pp. 59–74). Merrill.

Hill, Lynn T., Stremmel, Andrew J., & Fu, Victoria R. (2005a). Chapter 3 : The Teacher as Researcher: Asking Questions, Discovering Answers. In Teaching as inquiry: rethinking curriculum in early childhood education (pp. 43–57). Pearson/Allyn & Bacon.

Hill, Lynn T., Stremmel, Andrew J., & Fu, Victoria R. (2005b). Chapter 12 : Life in the Classroom: Teachers Speak Out About Inquiry-Based Teaching and Learning. In Teaching as inquiry: rethinking curriculum in early childhood education (pp. 221–242). Pearson/Allyn & Bacon.

Hughes, A. M., & Read, V. (2012). Chapter 2 : What do we mean by communication? [Electronic resource]. In Building Positive Relationships with Parents of Young Children: A guide to effective communication (pp. 13–24). Taylor and Francis. http://qut.eblib.com.au/patron/FullRecord.aspx?p=956974

Hughes, Anita M. & Read, Veronica. (2012). Chapter 1 : Working in Partnership with Parents [Electronic resource]. In Building Positive Relationships with Parents of Young Children: A guide to effective communication (pp. 7–11). Taylor and Francis. https://ebookcentral.proquest.com/lib/qut/reader.action?docID=956974&ppg=18

Hughes, P., & MacNaughton, G. (1999). Who’s the expert: Reconceptualizing parent-staff relations in early education. Australian Journal of Early Childhood, 24(4), 27–32.

Ireland, Lynda. (2006). When babies have teachers : a study of how three community-based children’s services employ early childhood teachers in infant-toddler programs. Proceedings of Australian Association for Research in Education Conference, 1–24.

Jalongo, Mary Renck & Isenberg, Joan Packer. (2012). Chapter 1: Becoming a Knowledgeable and Reflective Practitioner. In Exploring your role in early childhood education (4th ed, pp. 2–23). Pearson.

Jechura, Jeanine, Wooldridge, Deborah G., Bertelsen, Cynthia, & Mayers, Gloysis. (2016). Exploration of early-childhood learning environments. Delta Kappa Gamma Bulletin, 82(3), 9–15. https://www.proquest.com/docview/1770514343/fulltextPDF/3DDD5CCEFA424A39PQ/5?accountid=13380

Jones, Alison. (2000). Surveillance and Student Writing: Tracing the Body. In Taught bodies: Vol. Eruptions (pp. 151–164). P. Lang.

Jones, J. (2004). Framing the assessment discussion. Young Children, 59(1), 14–18. https://www.proquest.com/docview/197692785/fulltext/897DA21EE1384175PQ/1?accountid=13380

Judy Harris Helm & Lillian G. Katz. (2015). Chapter 1: Projects and young children [Electronic resource]. In Young Investigators: The Project Approach in the Early Years (pp. 1–16). Teachers College Press. https://ebookcentral.proquest.com/lib/qut/reader.action?docID=3544911&ppg=14

Karges-Bone, Linda. (2000). Designing Daily Lesson Plans. In Lesson planning: long-range and short-range modules for Grades K-6 (pp. 109–110). Allyn and Bacon.

Kay, J. (2004). Good practice in the early years (2nd ed). Continuum.

Kelley-Laine, Kathleen. (1998). Parents as partners in schooling : the current state of affairs. Childhood Education, 74(6), 342–345.

Kennedy, Anne & Barblett, Lennie. (2010). Planning Play Environments for Learning. In Learning and teaching through play: supporting the early years learning framework: Vol. Research in practice series (pp. 14–15). Early Childhood Australia.

Knopf, Herman T. & Swick, Kevin J. (2007). How parents feel about their child’s teacher/school: Implications for early childhood professionals. Early Childhood Education Journal, 34(4), 291–296. https://www.proquest.com/docview/751594986/fulltextPDF/1360E58B92712013D55/1?accountid=13380

Kostelnik, Marjorie J et al. (2002). Ch 9 : Daniel : Supported by a Team. In Children with special needs: lessons for early childhood professionals: Vol. Early childhood education series (pp. 136–154). Teachers College Press.

Kraayenoord, Christina E. & Paris, Scott G. (1992). Portfolio assessment : its place in the Australian classroom. The Australian Journal of Language and Literacy, 15(2), 93–104. http://search.informit.com.au/fullText;dn=164722;res=AEIPT

Kronowitz, E. L. (2004). Working With Parents pp.116-121;  A Balanced Professional Life pp.172-175. In Your first year of teaching and beyond (4th ed). Pearson/A and B.

L. Marotz, & K. Allen. (2015). Chapter 1: Child development theories and data gathering. In Developmental profiles: Pre-birth through adolescence (Eighth edition, pp. 1–22). Cengage Learning.

Leblanc, R. (1985). In support of play in primary programs. Early Childhood Education, 18(2), 20–21.

Leland, Christine H. & Harste, Jerome C. (1994). Multiple ways of knowing: curriculum in a new key. Language Arts, 71(5), 337–344. https://www.proquest.com/docview/196838139/fulltextPDF/C44642A2428F4B71PQ/19?accountid=13380

MacNaughton, G., Hughes, P., & Smith, K. (2007). Young children’s rights and public policy: Practices and possibilities for citizenship in the early years. Children & Society, 21(6), 458–469. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&custid=qut&db=afh&AN=26882821&site=ehost-live&scope=site

MacNaughton, Glenda. (2004). Children, staff and parents : building respectful relationships in New Zealand and Australian early childhood contexts - the Australian context. Australian Journal of Early Childhood, 29(1), 1–7. http://search.informit.com.au/fullText;dn=134069;res=AEIPT

MacNaughton, Glenda & Hughes, Patrick. (2009). Phase One : Choosing to Change. In Doing action research in early childhood studies: a step by step guide (pp. 5–34). Open University Press.

MacNaughton, Glenda & Williams, Gillian. (2009). Chapter 13: Questioning. In Techniques for teaching young children: choices for theory and practice (3rd edition, pp. 153–168). Pearson Education Australia.

Malaguzzi, Loris. (1993). For an education based on relationships. Young Children, 49(1), 9–12.

Manaster, H. & Jobe, M. (2012). Bringing boys and girls together: Supporting preschoolers’ positive peer relationships. YC Young Children, 67(5). https://www.proquest.com/docview/1439083031/fulltextPDF/13B120DB0B144971PQ/5?accountid=13380

Marion, Marian. (2003). Chapter 1: The Power of Observation in Early childhood. In Using observation in early childhood education (pp. 3–19). Pearson/Merrill-Prentice Hall.

McArdle, Felicity, Gibson, Megan & Zollo, Lyn. (2015). Chapter 5: Work Like a Teacher: Understanding Curriculum Documents, Documentation, Leadership and Mentoring. In Being an early childhood educator: bringing theory and practice together (pp. 113–139). Allen & Unwin.

McDermott, Eleni. (2003). Separation anxiety in early childhood. Gowrie RAP Reflections, 10, 14–15.

McGrath, H., & Noble, T. (1995). Seven ways at once (Vol. 1). Longman.

McInerney, D.M. & McInerney, V. (n.d.). Pp. 46-49 [Paperback]. In Educational Psychology (pp. 46–49). Prentice-Hall (Australia).

McLachlan, C., Fleer, M., & Edwards, S. (2013). Chapter 7 : Curriculum as a conceptual tool: Observation, content and programming. In Early childhood curriculum: planning, assessment, and implementation (Second edition, pp. 83–112). Cambridge University Press. http://ebooks.cambridge.org/pdf_viewer.jsf?cid=CBO9781107282193A015&ref=true&pubCode=CUP&urlPrefix=cambridge&productCode=cbo

McLean, K & Campagna-Wildash, H. (1994). General Categories of Assessment Techniques. In Using the English profile (pp. 76–76). Curriculum Corporation.

Millikan, Jan. (2003). Chapter 3 : Reflecting on the School : What Kind of School for What Image of the Child? In Reflections: Reggio Emilia principles within Australian contexts (pp. 51–77). Pademelon Press.

Millikan, Jan & Giamminuti, Stefania. (2014). Chapter 1: Documentation as an Attitude. In Documentation and the early years learning framework: researching in Reggio Emilia and Australia: Vol. EYLF series (pp. 7–16). Pademelon Press.

Milne, R. (2000). Chapter 6 : Go Out and Sell. In Marketing play: using marketing strategies to explain the benefits of a play approach in early childhood education (3rd ed, pp. 87–103). Free Kindergarten Association of Victoria.

N, L. (2016). Young children photographing their learning experiences to share their lived experiences of the learning environment. In S. Garvis & N. Lemon (Eds.), Understanding digital technologies and young children: an international perspective (pp. 46–58). Routledge.

Nailon, D., Heidrich, M., Baker, S., & Queensland University of Technology. Centre for Applied Studies in Early Childhood. (1999). Frameworks for planning negotiated curriculum in early childhood settings: prepared by Margaret Heidrich, Shannon Baker, and Di Nailon. Centre for Applied Studies in Early Childhood, School of Early Childhood, QUT.

Newman, Linda & Pollnitz, Lois. (2001). Helping students make tough decisions wisely: The challenge of ethical inquiry. Australian Journal of Early Childhood, 26(4), 39–46. https://search.informit.com.au/fullText;dn=116784;res=AEIPT

O’Connell, L, Sumner, S, Tevaskis, P, & Merewether, J. (2007). Research through debate and discussion. The Challenge, 10(4), 15–19.

Ogu, U. & Schmidt, S. R. (2013). The natural playscape project : A real-world study with kindergartners. YC Young Children, 67(4), 32–39. https://www.proquest.com/docview/1770514343?accountid=13380

Oostdam, R. & Hooge, E. (2013). Making the difference with active parenting ; forming educational partnerships between parents and schools. European Journal of Psychology of Education, 28(2), 337–351. http://link.springer.com/content/pdf/10.1007%2Fs10212-012-0117-6.pdf

Overview Of Writing and Reading Developmental Continuum. (1996). [Kit]. In The year 2 diagnostic net (Rev. ed, pp. 1–3). Dept. of Education.

Peers , C. & Fleer, M. (2014). The Theory of ’Belonging’ : Defining concepts used within Belonging, Being and Becoming-The Australian Early Years Learning Framework. Educational Philosophy and Theory, 46(8), 914–928. https://doi.org/10.1080/00131857.2013.781495#aHR0cDovL3d3dy50YW5kZm9ubGluZS5jb20vZG9pL3BkZi8xMC4xMDgwLzAwMTMxODU3LjIwMTMuNzgxNDk1QEBAMA==

Perry, Rosemary & Irwin, Liz. (2000). Ch 3 : Using Strategies that make Play Happen. In Playing with curriculum: strategies and benefits (pp. 25–34). Queensland University of Technology.

Porter, L. (2008). Chapter 2: Evidence about disciplinary practices. In Young children’s behaviour: Practical approaches for caregivers and teachers (3rd ed, pp. 19–31). Paul H. Brookes.

Porter, Louise. (2000). Ch 1 : Introduction. In Behaviour in schools: theory and practice for teachers (pp. 3–20). Open University Press.

Porter, Louise. (2003). Chapter 12 : Social and Play Difficulties. In Young children’s behaviour: practical approaches for caregivers and teachers (2nd ed, pp. 126–144). MacLennan & Petty.

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Queensland School Curriculum Council. (1996). Overview and Indicators for Number Developmental Continuum [Kit]. In The year 2 diagnostic net (Rev. ed, pp. 1–5). Dept. of Education.

Raban, B., Nolan, A., Waniganayake, M., Ure, C., Deans, J., & Brown, R. (2005). Empowering practitioners to critically examine their current practice. Australian Research in Early Childhood Education: Journal for Australian Research in Early Childhood Education, 12(2). http://libcat.library.qut.edu.au/search/~?searchtype=t&searcharg=Australian+Research+in+Early+Childhood+Education&searchscope=8&SORT=D&submit=Search

Raban, Bridie, et al. (2007). Chapter 1 : Introducing SAM. In Building capacity: strategic professional development for early childhood practitioners (pp. 1–11). Thomson.

Raban, Bridie, Nolan, Andrea, & Waniganayake, Manjula et al. (2005). Empowering practitioners to critically examine their current practice. Australian Research in Early Childhood Education, 12(2), 1–16.

Reynolds, Bronwyn & Duff, Katia. (2016). Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children’s learning through pedagogical documentation. Education 3-13, 44(1), 93–100. https://doi.org/10.1080/03004279.2015.1092457

Ridgway, Avis. (2006). Chapter 9 : Documenting : feedback informing practice. In Early childhood learning communities: sociocultural research in practice (pp. 118–138). Pearson Education Australia.

Rightmyer, E. C. (2003). Democratic discipline in your classroom : a roadmap for beginners. Young Children, 58(4), 1–5.

Rightmyer, Elizabeth Campbell. (2003). Democratic discipline in your classroom : children creating solutions. Young Children, 58(July), 38–45.

Robertson, Janet. (2006). Focusing The Lens: Gazing at ‘Gaze’. In Insights: behind early childhood pedagogical documentation (pp. 147–161). Pademelon Press.

Robertson, Janet, & Fleet, A. (1999). Observation and documentation : interpreting the Journey. Unpacking Observation and Documentation : Experiences from Italy, Sweden and Australia : Conference Proceedings, Friday 24th & Saturday 25th September, 1999 Held at the Institute of Early Childhood, Macquarie University, 38–51.

Robson, Maggie & Hunt, Kathy. (1999). An innovative approach to involving parents in the education of their early years children. International Journal of Early Years Education, 7(2), 185–193. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&custid=qut&db=afh&AN=6427864&site=ehost-live&scope=site

Rodd, J. (1996). Pp. 6-14. In Understanding young children’s behaviour: a guide for early childhood professionals (pp. 6–14). Allen & Unwin.

Rouse, Liz. (2012). Reflecting on Own Practice. In Reflective practice: a handbook for early childhood educators: Vol. Positive relationships in the early years (pp. 19–22). Teaching Solutions.

SAWYER, A. (2000). Pre-school Teachers in Primary Schools: stories from the field. Contemporary Issues in Early Childhood, 1(3). https://doi.org/10.2304/ciec.2000.1.3.10

Sebastian-Nickell, P. & Milne, R. (1992). Parents and the Early Childhood Program. In Care and education of young children (pp. 241–248). Longman Cheshire.

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Sumison, J. Grieshaber, S., McArdle, F., & Shield, P. (2014). The ‘state of play’ in Australia: Early childhood educators and play-based learning. Australasian Journal of Early Childhood, 39(3), 4–13. http://search.informit.com.au/fullText;dn=204622;res=AEIPT

Sumsion, Jennifer. (2000). Negotiating otherness : a male early childhood educator’s gender positioning. International Journal of Early Years Education, 8(2), 129–140. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&custid=qut&db=eue&AN=3807295&site=ehost-live&scope=site

Sumsion, Jennifer. (2003). ‘Bad days don’t kill you; they just make you stronger’: A case study of an early childhood educator’s resilience. International Journal of Early Years Education, 11(2), 141–154. https://doi.org/10.1080/09669760304706

Talay-Ongan, A. (2004). Chapter 12 : Current Best Practice in Early Intervention: Families, Inclusion, Communities pp. 316-321, 330-331. In Early development risk and disability: relational contexts. Pearson Education.

The Getting Started Group, Gilmore, H., & et. al. (1986). Pp. 5-6. In Six of the best : a practical guide for developing co-operative classroom behaviour (pp. 5–6). Robert Andersen & Associates.

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Touhill, L. (2012). Everyday outcomes : Working with the early years learning framework learning outcomes. Educating Young Children : Learning and Teaching in the Early Childhood Years, 18(3), 27–29. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&custid=qut&db=eue&AN=86057800&site=ehost-live&scope=site

Tveit, A. D. (2009). A parental voice: parents as equal and dependent – rhetoric about parents, teachers, and their conversations. Educational Review, 61(3), 289–300. https://doi.org/10.1080/00131910903045930

Watson-Thomson,O, Cawley,H, & Skelley,H. (n.d.). Chapter 1: An Introduction to your Portfolio [Paperback]. In Developing and Presenting a Professional Portfolio in Early Childhood Education (Student Enrichment) (pp. 1–6). Prentice Hall.

Whitington, Victoria, Shore, Sue & Thompson, Carol. (2014). ‘Time to ponder’: Professional learning in early childhood education. Australasian Journal of Early Childhood, 39(1), 65–72. http://search.informit.com.au/fullText;dn=192618840501879;res=IELHSS

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