Bibliography for EDN641 BETA

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Beaty, Janice J. 2004. ‘Chapter 1 : Maintaining a Safe Classroom’. In Skills for Preschool Teachers, 7th ed, 11–37. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.

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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): 257–72. https://www.sciencedirect.com/science/article/pii/S0885200604000407/pdfft?md5=9c4cde9fecb15f6d2881effd7d4ebac8&pid=1-s2.0-S0885200604000407-main.pdf.

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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, 15–33. New York: Teachers College Press.

Couchenour, Donna and Chrisman, K. 2013. ‘Chapter 8: Family - Staff Relationships’. In FAMILIES, SCHOOLS AND COMMUNITIES : TOGETHER FOR YOUNG CHILDREN., 5TH ED., 186–213. BELMONT: WADSWORTH.

Curtis, Deb and Carter, Margie. 2013. ‘Chapter 14: Using Observations for Planning and Assessment’. In The Art of Awareness: How Observation Can Transform Your Teaching, Second edition, 242–57. St. Paul, MN: Redleaf Press.

———. n.d. ‘Pages 74-75, 159-166’. Paperback. In The Art of Awareness, 77–166. Redleaf Press.

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Dahlberg, Gunilla, Moss, Peter, and 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, 43–61. London: 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, 11–27. Melbourne: Nelson.

D’Angelo, Sarah, Anne Marie Piper, and James Hollan. 2013. ‘Photos for Documentation and Communication in Early Childhood’. In CSCW 2013 : Proceedings of the 2013 ACM Conference on Computer Supported Cooperative Work Companion : February 23-27, 2013 San Antonio, Texas, USA, 135–38. [Place of publication not identified]: ACM. https://doi.org/10.1145/2441955.2441990.

Dempsey, Ian and Arthur-Kelly, Michael. 2007. ‘Ch 4 : Reflecting and Acting on Teaching and Learning in Diverse Classrooms’. In Maximising Learning Outcomes in Diverse Classrooms, 45–62. South Melbourne: Thomson Learning.

Dixon, Becky. 2001. ‘Purposeful Learning : A Study of Water’. Early Childhood Research and Practice 3 (2): 1–17.

Douville-Watson, Linda, Michael A. Watson, and LaVisa Cam Wilson. 2003. ‘Ch 14 : Pp. 385-392 and Ch. 8 : Pp. 217-219’. In Infants & Toddlers: Curriculum and Teaching, 5th ed. Clifton Park, NY: Delmar Learning.

Drummond, Tracey and 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, 1–3. Brisbane, Qld: Dept. of Education.

Edwards, Susan and 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 and Davis, Julie. 2008. ‘Introduction: Why Natural Outdoor Playspaces?’ In The Outdoor Playspace Naturally for Children Birth to Five Years, edited by Sue Elliott, 1–14. Baulkham Hills, N.S.W.: Pademelon Press.

Farrell, Ann, and Susan Danby. 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): 250–69. 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, 215–32. South Melbourne, Vic: Oxford University Press.

Fisher, Julie. 1996. ‘Chapter 2 : Conversations and Observations : Establishing a Baseline’. In Starting from the Child : Teaching and Learning from 3 to 8, 15–28. Open University Press/ McGraw Hill.

———. 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, 38–46. Buckingham [England]: Open University Press.

Fisher, Julie. 2013. ‘Conversations and Observations: Learning about Individual Children’. In Starting from the Child: Teaching and Learning in the Foundation Stage, 4th ed., 25–46. Maidenhead: McGraw-Hill Education. https://ebookcentral.proquest.com/lib/qut/reader.action?docID=1142853&ppg=38.

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, Research in practice series / Early Childhood Australia:1–2. Deakin West, A.C.T.: Early Childhood Australia.

Fleer, Marilyn, Gomes, Judith and 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, 100–119. Croydon, Vic: Tertiary Press.

Gandini, Lella, and Carolyn P. Edwards. 2001. Bambini: The Italian Approach to Infant/Toddler Care. Vol. Early childhood education series. New York: 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, 62–79. Clifton Park, NY: Thomson/Delmar Learning.

Glazzard, Jonathan. n.d. ‘Chapter 4: Observation and Assessment’. In Foundations of Early Childhood: Principles and Practice, edited by Penny Mukherji and Louise Dryden, 62–79. London: SAGE.

Gordon, Ann M and Browne, Kathryn W. 2004. ‘Observation and Assessment : Learning to Read the Child’. In Beginnings & Beyond, 223–66. Clifton Park, NY: Thomson/Delmar Learning.

Gordon, Ann M. and 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, 225–76. Clifton Park, NY: 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, 48–72. Buckingham [England]: Open University Press.

Harris, Teresa and 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, 13–32. South Melbourne, Vic: Oxford.

———. 2008b. ‘Chapter 9 : Conclusion : The Things That Count in Indigenous Education’. In Teaching and Learning in Indigenous Education, 146–53. South Melbourne, Vic: Oxford.

Hawkins, Karen. 2016. ‘Chapter 11 : Relationships between Staff, Children and Families’. In Understanding Early Childhood Education & Care in Australia: Practices and Perspectives, edited by Joanne Ailwood, Wendy Boyd, and Maryanne Theobald, 231–51. Crows Nest, NSW: Allen & Unwin.

Helm, Judy Harris, Sallee Beneke, and Kathy Steinheimer. 2007. ‘Chapter 7: Individual and Group Products: Seeing Is Believing’. In Windows on Learning: Documenting Young Children’s Work, 2nd ed. Vol. Early childhood education series. New York: Teachers College Press.

Hill, Lynn et al. 2002. ‘Chapter 4 : The Preprofessional Portfolio’. In Teaching and Learning: Collaborative Exploration of the Reggio Emilia Approach, 59–74. Upper Saddle River, N.J.: Merrill.

Hill, Lynn T., Stremmel, Andrew J., and Fu, Victoria R. 2005a. ‘Chapter 3 : The Teacher as Researcher: Asking Questions, Discovering Answers’. In Teaching as Inquiry: Rethinking Curriculum in Early Childhood Education, 43–57. Boston: Pearson/Allyn & Bacon.

———. 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, 221–42. Boston: Pearson/Allyn & Bacon.

Hughes, Anita M. and 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, 7–11. Florence: Taylor and Francis. https://ebookcentral.proquest.com/lib/qut/reader.action?docID=956974&ppg=18.

Hughes, Anita M., and Veronica Read. 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, 13–24. Florence: Taylor and Francis. http://qut.eblib.com.au/patron/FullRecord.aspx?p=956974.

Hughes, Patrick, and Glenda MacNaughton. 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 and Isenberg, Joan Packer. 2012. ‘Chapter 1: Becoming a Knowledgeable and Reflective Practitioner’. In Exploring Your Role in Early Childhood Education, 4th ed, 2–23. Upper Saddle River, N.J.: Pearson.

Jechura, Jeanine, Wooldridge, Deborah G., Bertelsen, Cynthia, and 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, Eruptions:151–64. New York: 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 and Lillian G. Katz. 2015. ‘Chapter 1: Projects and Young Children’. Electronic resource. In Young Investigators: The Project Approach in the Early Years, 1–16. New York: 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, 109–10. Boston: Allyn and Bacon.

Kay, Janet. 2004. Good Practice in the Early Years. 2nd ed. New York: Continuum.

Kelley-Laine, Kathleen. 1998. ‘Parents as Partners in Schooling : The Current State of Affairs’. Childhood Education 74 (6): 342–45.

Kennedy, Anne and Barblett, Lennie. 2010. ‘Planning Play Environments for Learning’. In Learning and Teaching through Play: Supporting the Early Years Learning Framework, Research in practice series:14–15. Deakin West, A.C.T.: Early Childhood Australia.

Knopf, Herman T. and Swick, Kevin J. 2007. ‘How Parents Feel about Their Child’s Teacher/School: Implications for Early Childhood Professionals’. Early Childhood Education Journal 34 (4): 291–96. 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, Early childhood education series:136–54. New York: Teachers College Press.

Kraayenoord, Christina E. and 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, Ellen 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. Boston, MA: Pearson/A and B.

L. Marotz, and K. Allen. 2015. ‘Chapter 1: Child Development Theories and Data Gathering’. In Developmental Profiles: Pre-Birth through Adolescence, Eighth edition, 1–22. Belmont, CA: Cengage Learning.

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Leland, Christine H. and Harste, Jerome C. 1994. ‘Multiple Ways of Knowing: Curriculum in a New Key’. Language Arts 71 (5): 337–44. https://www.proquest.com/docview/196838139/fulltextPDF/C44642A2428F4B71PQ/19?accountid=13380.

MacNaughton, G., Hughes, P., and Smith, K. 2007. ‘Young Children’s Rights and Public Policy: Practices and Possibilities for Citizenship in the Early Years’. Children & Society 21 (6): 458–69. 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 and Hughes, Patrick. 2009. ‘Phase One : Choosing to Change’. In Doing Action Research in Early Childhood Studies: A Step by Step Guide, 5–34. Maidenhead, England: Open University Press.

MacNaughton, Glenda and Williams, Gillian. 2009. ‘Chapter 13: Questioning’. In Techniques for Teaching Young Children: Choices for Theory and Practice, 3rd edition, 153–68. Frenchs Forest, N.S.W.: Pearson Education Australia.

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Marion, Marian. 2003. ‘Chapter 1: The Power of Observation in Early Childhood’. In Using Observation in Early Childhood Education, 3–19. Upper Saddle River, N.J.: Pearson/Merrill-Prentice Hall.

McArdle, Felicity, Gibson, Megan and 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, 113–39. Crows Nest, NSW: Allen & Unwin.

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Raban, Bridie, Andrea Nolan, Manjula Waniganayake, Christine Ure, Jan Deans, and Robert Brown. 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.

Reynolds, Bronwyn and 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, 118–38. Frenchs Forest, N.S.W.: 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, 147–61. Castle Hill, N.S.W.: Pademelon Press.

Robertson, Janet, and Alma Fleet. 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.

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———. 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): 141–54. https://doi.org/10.1080/09669760304706.

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