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63. Robertson, Janet, Fleet A. 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. Institute of Early Childhood, Macquarie University; 1999;38–51.
64. Queensland School Curriculum Council. Overview and Indicators for Number Developmental Continuum. The year 2 diagnostic net. Rev. ed. Brisbane, Qld: Dept. of Education; 1996. p. 1–5.
65. Williams, Jill. Chapter 2: Communication and Independence: ‘What did you say in school today?’ Promoting independent learning in the primary classroom. Buckingham: Open University; 2003. p. 28–47.
66. Porter, Louise. Chapter 12 : Social and Play Difficulties. Young children’s behaviour: practical approaches for caregivers and teachers. 2nd ed. East Gardens, N.S.W.: MacLennan & Petty; 2003. p. 126–44.
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69. Ridgway, Avis. Chapter 9 : Documenting : feedback informing practice. Early childhood learning communities: sociocultural research in practice. Frenchs Forest, N.S.W.: Pearson Education Australia; 2006. p. 118–38.
70. Fisher, Julie. Chapter 2 : Conversations and Observations : Establishing a Baseline. Starting from the child : teaching and learning from 3 to 8. Open University Press/ McGraw Hill; 1996. p. 15–28.
71. Sebastian-Nickell, P., Milne, R. Parents and the Early Childhood Program. Care and education of young children. Longman Cheshire; 1992. p. 241–8.
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73. Cohen, Dorothy et al. Chapter 1: Getting Started. Observing and recording the behavior of young children. 4th ed. New York: Teachers College Press; 1997. p. 1–13.
74. Beaty, Janice J. Chapter 1 : Maintaining a safe classroom. Skills for preschool teachers. 7th ed. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall; 2004. p. 11–37.
75. Hargreaves, Linda. Seeing Clearly: Observation in the Primary Classroom. Beginning teaching, beginning learning in primary education. Buckingham [England]: Open University Press; 2002. p. 48–72.
76. Beneke, Sallee Helm, Judy H, Steinheimer, Kathy. Chapter 1 The Value of Documentation. Windows on learning. New York: Teachers College Press; 1998. p. 13–24.
77. Hill, Lynn et al. Chapter 4 : The Preprofessional Portfolio. Teaching and learning: collaborative exploration of the Reggio Emilia approach. Upper Saddle River, N.J.: Merrill; 2002. p. 59–74.
78. Gartrell, Dan. Chapter 5 : Using Guidance to Build an Encouraging Classroom: Beyond Time-Out. The power of guidance: teaching social-emotional skills in early childhood classrooms. Clifton Park, NY: Thomson/Delmar Learning; 2004. p. 62–79.
79. Curtis, Deb, Carter, Margie. Pages 74-75, 159-166. The Art of Awareness. Redleaf Press; p. 77–166.
80. Gammage, Philip. Observing young children. Enhancing children’s development. Croydon, Vic: Tertiary Press; 2003. p. 100–19.
81. Kostelnik, Marjorie J et al. Ch 9 : Daniel : Supported by a Team. Children with special needs: lessons for early childhood professionals. New York: Teachers College Press; 2002. p. 136–54.
82. Dahlberg, Gunilla, Moss, Peter, Pence, Alan. Chapter 3 : Constructing Early Childhood : What Do We Think It Is? Beyond quality in early childhood education and care: postmodern perspectives. London: Falmer Press; 1999. p. 43–61.
83. Helm JH, Beneke S, Steinheimer K. Chapter 7: Individual and group products: Seeing is believing. Windows on learning: Documenting young children’s work. 2nd ed. New York: Teachers College Press; 2007.
84. L. Marotz, K. Allen. Chapter 1: Child development theories and data gathering. Developmental profiles: Pre-birth through adolescence. Eighth edition. Belmont, CA: Cengage Learning; 2015. p. 1–22.
85. Hughes P, MacNaughton G. Who’s the expert: Reconceptualizing parent-staff relations in early education. Australian journal of early childhood. Canberra: Journal Committee of the Australian Pre-School Association; 1999;24:27–32.
86. Hughes AM, Read V. Chapter 2 : What do we mean by communication? Building Positive Relationships with Parents of Young Children: A guide to effective communication [Internet]. Florence: Taylor and Francis; 2012. p. 13–24. Available from: http://qut.eblib.com.au/patron/FullRecord.aspx?p=956974
87. Raban B, Nolan A, Waniganayake M, Ure C, Deans J, Brown R. Empowering practitioners to critically examine their current practice. Australian research in early childhood education: Journal for Australian research in early childhood education [Internet]. Centre for Research in Professional Education, Faculty of Education, University of Canberra; 2005;12. Available from: http://libcat.library.qut.edu.au/search/~?searchtype=t&searcharg=Australian+Research+in+Early+Childhood+Education&searchscope=8&SORT=D&submit=Search
88. Hawkins K. Chapter 11 : Relationships between staff, children and families. In: Ailwood J, Boyd W, Theobald M, editors. Understanding early childhood education & care in Australia: practices and perspectives. Crows Nest, NSW: Allen & Unwin; 2016. p. 231–51.
89. Thornton, Kate; Cherrington, Sue. Leadership in professional learning communities. Australasian Journal of Early Childhood [Internet]. Early Childhood Australia; 39:94–102. Available from: https://search.informit.com.au/documentSummary;dn=666865224965585;res=IELHSS
90. Porter L. Chapter 2: Evidence about disciplinary practices. Young children’s behaviour: Practical approaches for caregivers and teachers. 3rd ed. Baltimore, Md: Paul H. Brookes; 2008. p. 19–31.
91. Knopf, Herman T., Swick, Kevin J. How parents feel about their child’s teacher/school: Implications for early childhood professionals. Early Childhood Education Journal [Internet]. 2007;34:291–6. Available from: https://www.proquest.com/docview/751594986/fulltextPDF/1360E58B92712013D55/1?accountid=13380
92. Fleer, Marilyn, Gomes, Judith, Marsh, Sue. Science learning affordances in preschool environments. Australasian Journal of Early Childhood [Internet]. 2014;39:38–48. Available from: https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&custid=qut&db=afh&AN=95525105&site=ehost-live&scope=site
93. Fasoli, L. et al. Chapter 12 : Playing as Becoming : Sharing Australian Aboriginal Voices on Play. Play in early childhood education: learning in diverse contexts. South Melbourne, Vic: Oxford University Press; 2010. p. 215–32.
94. Oostdam, R., Hooge, E. Making the difference with active parenting ; forming educational partnerships between parents and schools. European Journal of Psychology of Education [Internet]. 2013;28:337–51. Available from: http://link.springer.com/content/pdf/10.1007%2Fs10212-012-0117-6.pdf
95. Hughes, Anita M., Read, Veronica. Chapter 1 : Working in Partnership with Parents. Building Positive Relationships with Parents of Young Children: A guide to effective communication [Internet]. Florence: Taylor and Francis; 2012. p. 7–11. Available from: https://ebookcentral.proquest.com/lib/qut/reader.action?docID=956974&ppg=18
96. Judy Harris Helm, Lillian G. Katz. Chapter 1: Projects and young children. Young Investigators: The Project Approach in the Early Years [Internet]. New York: Teachers College Press; 2015. p. 1–16. Available from: https://ebookcentral.proquest.com/lib/qut/reader.action?docID=3544911&ppg=14
97. Manaster, H., Jobe, M. Bringing boys and girls together: Supporting preschoolers’ positive peer relationships. YC Young Children [Internet]. 2012;67. Available from: https://www.proquest.com/docview/1439083031/fulltextPDF/13B120DB0B144971PQ/5?accountid=13380
98. Sumison, J. Grieshaber, S., McArdle, F., Shield, P. The ‘state of play’ in Australia: Early childhood educators and play-based learning. Australasian Journal of Early Childhood [Internet]. 2014;39:4–13. Available from: http://search.informit.com.au/fullText;dn=204622;res=AEIPT
99. MacNaughton, G., Hughes, P., Smith, K. Young children’s rights and public policy: Practices and possibilities for citizenship in the early years. Children & Society [Internet]. 2007;21:458–69. Available from: https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&custid=qut&db=afh&AN=26882821&site=ehost-live&scope=site
100. Burgess, J, Fleet, A. Frameworks for change: Four recurrent themes for quality in early childhood curriculum initiatives. Asia-Pacific Journal of Teacher Education [Internet]. 2009;37:45–61. Available from: https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&custid=qut&db=eue&AN=36652130&site=ehost-live&scope=site
101. Anderson, E. Transforming Early Childhood Education through Critical Reflection. Contemporary issues in early childhood [Internet]. 2014;15:81–2. Available from: https://journals.sagepub.com/doi/pdf/10.2304/ciec.2014.15.1.81
102. Fisher J. Conversations and Observations: Learning about individual children. Starting from the child: teaching and learning in the foundation stage [Internet]. 4th ed. Maidenhead: McGraw-Hill Education; 2013. p. 25–46. Available from: https://ebookcentral.proquest.com/lib/qut/reader.action?docID=1142853&ppg=38
103. McLachlan, C., Fleer, M., Edwards, S. Chapter 7 : Curriculum as a conceptual tool: Observation, content and programming. Early childhood curriculum: planning, assessment, and implementation [Internet]. Second edition. Melbourne, Australia: Cambridge University Press; 2013. p. 83–112. Available from: http://ebooks.cambridge.org/pdf_viewer.jsf?cid=CBO9781107282193A015&ref=true&pubCode=CUP&urlPrefix=cambridge&productCode=cbo
104. Tveit AD. A parental voice: parents as equal and dependent – rhetoric about parents, teachers, and their conversations. Educational Review. 2009;61:289–300.
105. Edwards, Susan, Cutter-Mackenzie, Amy. Environmentalising early childhood education curriculum through pedagogies of play. Australasian Journal of Early Childhood [Internet]. 2011;36:51–9. Available from: http://search.informit.com.au/fullText;dn=950412946115367;res=IELHSS
106. Ogu, U., Schmidt, S. R. The natural playscape project : A real-world study with kindergartners. YC Young Children [Internet]. 2013;67:32–9. Available from: https://www.proquest.com/docview/1770514343?accountid=13380
107. Wood, S. Creating inspiring early childhood environments. Educating Young Children : Learning and Teaching in the Early Childhood Years [Internet]. 2015;21:12–4. Available from: https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&custid=qut&db=eue&AN=110370622&site=ehost-live&scope=site
108. Farrell A, Danby S. How does homework ‘work’ for young children? Children’s accounts of homework in their everyday lives. British Journal of Sociology of Education. 2015;36:250–69.
109. Whitington, Victoria, Shore, Sue, Thompson, Carol. ‘Time to ponder’: Professional learning in early childhood education. Australasian Journal of Early Childhood [Internet]. 2014;39:65–72. Available from: http://search.informit.com.au/fullText;dn=192618840501879;res=IELHSS
110. Reynolds, Bronwyn, Duff, Katia. Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children’s learning through pedagogical documentation. Education 3-13. 2016;44:93–100.
111. Jechura, Jeanine, Wooldridge, Deborah G., Bertelsen, Cynthia, Mayers, Gloysis. Exploration of early-childhood learning environments. Delta Kappa Gamma Bulletin [Internet]. 2016;82:9–15. Available from: https://www.proquest.com/docview/1770514343/fulltextPDF/3DDD5CCEFA424A39PQ/5?accountid=13380
112. Peers , C., Fleer, M. The Theory of ’Belonging’ : Defining concepts used within Belonging, Being and Becoming-The Australian Early Years Learning Framework. Educational Philosophy and Theory [Internet]. 2014;46:914–28. Available from: http://www.tandfonline.com/doi/abs/10.1080/00131857.2013.781495#aHR0cDovL3d3dy50YW5kZm9ubGluZS5jb20vZG9pL3BkZi8xMC4xMDgwLzAwMTMxODU3LjIwMTMuNzgxNDk1QEBAMA==
113. Touhill, L. Everyday outcomes : Working with the early years learning framework learning outcomes. Educating Young Children : Learning and Teaching in the Early Childhood Years [Internet]. 2012;18:27–9. Available from: https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&custid=qut&db=eue&AN=86057800&site=ehost-live&scope=site
114. Couchenour, Donna, Chrisman, K. Chapter 8: Family - Staff Relationships. FAMILIES, SCHOOLS AND COMMUNITIES : TOGETHER FOR YOUNG CHILDREN. 5TH ED. BELMONT: WADSWORTH; 2013. p. 186–213.
115. Cohen, Dorothy H. et al. Chapter 2 : Recording a Child’s Behavior During Routines. Observing and recording the behavior of young children. 5th ed. New York: Teachers College Press; 2008. p. 15–33.
116. Glazzard, Jonathan. Chapter 4: Observation and Assessment. In: Mukherji P, Dryden L, editors. Foundations of early childhood: principles and practice. London: SAGE; p. 62–79.
117. Curtis, Deb, Carter, Margie. Chapter 14: Using Observations for Planning and Assessment. The art of awareness: how observation can transform your teaching. Second edition. St. Paul, MN: Redleaf Press; 2013. p. 242–57.
118. Bruce, Tina, Louis, Stella, McCall, Georgie. Chapter 2: What Works in Observation and Record-Keeping? Observing young children. London: SAGE Publications; 2015. p. 5–20.
119. MacNaughton, Glenda, Hughes, Patrick. Phase One : Choosing to Change. Doing action research in early childhood studies: a step by step guide. Maidenhead, England: Open University Press; 2009. p. 5–34.
120. McArdle, Felicity, Gibson, Megan, Zollo, Lyn. Chapter 5: Work Like a Teacher: Understanding Curriculum Documents, Documentation, Leadership and Mentoring. Being an early childhood educator: bringing theory and practice together. Crows Nest, NSW: Allen & Unwin; 2015. p. 113–39.
121. Beaty, Janice J. Chapter 1: Maintaining a Safe Classroom. SKILLS FOR PRESCHOOL TEACHERS. 10TH ED. UPPER SADDLE RIVER: PEARSON; 2017. p. 9–39.
122. Rouse, Liz. Reflecting on Own Practice. Reflective practice: a handbook for early childhood educators. Albert Park, Vic: Teaching Solutions; 2012. p. 19–22.
123. Curtis, Deb, Carter, Margie. Study Session: Learning to See. The Art of Awareness. Redleaf Press; p. 9–22.
124. Millikan, Jan. Chapter 3 : Reflecting on the School : What Kind of School for What Image of the Child? Reflections: Reggio Emilia principles within Australian contexts. Castle Hill, N.S.W.: Pademelon Press; 2003. p. 51–77.
125. Jalongo, Mary Renck, Isenberg, Joan Packer. Chapter 1: Becoming a Knowledgeable and Reflective Practitioner. Exploring your role in early childhood education. 4th ed. Upper Saddle River, N.J.: Pearson; 2012. p. 2–23.
126. Beaty, Janice J. Chapter 1: Observing to Access Children’s Development. Observing development of the young child. Eighth Edition. Upper Saddle River: Prentice Hall; 2014. p. 1–25.
127. Elliott, Sue, Davis, Julie. Introduction: Why Natural Outdoor Playspaces? In: Elliott S, editor. The outdoor playspace naturally for children birth to five years. Baulkham Hills, N.S.W.: Pademelon Press; 2008. p. 1–14.
128. Gordon, Ann M., Browne, Kathryn W. Chapter 6: Observation and Assessment: Learning to Read the Child. Beginnings and beyond: foundations in early childhood education. 7th ed. Clifton Park, NY: Thomson Delmar Learning; 2008. p. 225–76.
129. Cheeseman, Sandra, Fenech, Marianne. Quality Area 6 : Collaborative Partnerships with Families and Communities. The early years learning framework: essential reading for the National Quality Standard. Deakin West, A.C.T.: Early Childhood Australia; p. 21–4.
130. Millikan, Jan, Giamminuti, Stefania. Chapter 1: Documentation as an Attitude. Documentation and the early years learning framework: researching in Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press; 2014. p. 7–16.
131. Chng, Angela. Documentations: Why and How? Documenting children’s learning. Deakin West ACT: Early Childhood Australia Inc; 2015. p. 6–6.
132. Kennedy, Anne, Barblett, Lennie. Planning Play Environments for Learning. Learning and teaching through play: supporting the early years learning framework. Deakin West, A.C.T.: Early Childhood Australia; 2010. p. 14–5.
133. Fleer, Marilyn. What Do We Mean By Inclusion and an Inclusive Pedagogy? pp.1 ; A Team Approach to Creating Inclusive Settings pp.2. Inclusive pedagogy from a child’s perspective. Deakin West, A.C.T.: Early Childhood Australia; 2015. p. 1–2.
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