Research in Effective Education in Early Childhood (REEaCh)

Academics and Graduate Researchers seeking to visit the REEaCh Centre should contact Professor Jane Page.

This page is under construction and biographies for recent Visiting Fellows will be available here soon.

This page is under construction and biographies for recent Honorary Fellows will be available here soon.

Early Childhood Educators' Wellbeing and Views on Mathematics

Child Wellbeing Project

The Early Learning Teaching Pilot

The Early Language in Victoria (ELVS) Study

The Educational and Developmental Gains in Early Childhood (EDGE) Study

The Research Network of Early Childhood Professionals

Building a Bridge into Preschool in Remote Northern Territory Communities

Early Childhood Learning at the Museum

Early Years Assessment for Learning Tool

Every Toddler Talking Research Evaluation

Examining evidence use in early childhood education and care (ECEC) and schools

Families as First Teachers (FaFT) Online Coaching study

Family engagement with Early Childhood Education and Care during the COVID-19 pandemic

Improving children's language, literacy and mental health: Evaluating the impact of the Classroom Promotion of Oral Language (CPOL) approach

Improving Teaching Skills for Early Childhood Educators (ITSECE)

Learning from COVID-19 crisis in early childhood education: Educator wellbeing and family engagement

Literacy Teaching Resource

Mini-Maddern Pop-up Playground

Parent and child wellbeing during the COVID-19 pandemic

The Victorian Advancing Early Learning (VAEL) Study

The influence of coaching interactions on early childhood educators’ learning
Catriona Elek. Supervisors: A/Prof Jane Page and A/Prof Tricia Eadie

Implementing Inclusive Education in Early Childhood Settings
Olivia Penna. Supervisors: Prof Tricia Eadie, Prof Lorraine Graham & A/Prof Jane  Page

Connecting policy and parents in the early childhood education and care sector
Phyllis Jackson. Supervisors: A/Prof Jane Page and Dr Di Mulchavy

The perceptions and experiences of professionals in the early childhood sector regarding ways in which professional reading has supported them to engage with evidence-based practices to improve learning, development and wellbeing outcomes for young children
Jackie Brien. Supervisors: A/Prof Jane Page and Dr Jeanette Berman

Research interest: Looking at effective teaching practices in kindergarten classrooms in low and middle income countries.
Adeola Monty. Supervisors: Prof Janet Clinton, A/Prof Jane Page and Dr Rhonda di Biase

Young children making meaning through co-creating art installations.
Jo Dean. Supervisors: Dr Marnee Watkins and Dr Robert Brown

Pedagogical leadership in Australian early childhood education and care: Exploring relationality through human and more-than-human encounters.
Rachael Keating. Supervisors: A/Prof Jane Page, Dr Sonja Arndt, Dr Penny Levickis

Teacher Self-Efficacy in Developing Effective Partnerships With Families: Perspectives of In-Service Early Childhood Teachers in Long Day Care Settings
Shihuan Wang. Supervisors: Prof Patricia Eadie, Dr Penny Levickis

The role of reflective dialogue in facilitating and sustaining  teacher agency in the early childhood education and care (ECEC) sector.
Shuo Liu. Supervisors: A/Prof. Jane Page, Dr Laura McFarland, Dr Amelia Church

Learning in routines: Mealtime interactions in (ECEC) settings
Wei Yao. Supervisors: Dr Amelia Church, Dr Penny Levickis, Dr Sarah Young

Quality of feedback in teacher–child interactions.
Ha Thanh Le. Supervisors: Dr Amelia Church, Dr Hannah Stark, Prof Patricia Eadie

Penny Levickis, Dan Cloney, Maude Roy-Vallières & Patricia Eadie (2023) Associations of Specific Indicators of Adult–Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?, Early Education and Development, DOI: 10.1080/10409289.2023.2193857

Patricia Eadie, Ben Deery, Lisa Murray, Penny Levickis, Jane Page & Catriona Elek (2022) What are the research priorities of Australian early childhood professionals? Results of a Delphi style study. International Journal of Early Years Education, DOI: 10.1080/09669760.2022.2091980

Patricia Eadie, Jane Page, Penny Levickis, Catriona Elek, Lisa Murray, Lucas Wang & Catherine Lloyd-Johnsen (2022) Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature, Educational Review, DOI: 10.1080/00131911.2022.2077704

Levickis, P., Murray, L., Lee-Pang, L. et al. (2022). Parents’ Perspectives of Family Engagement with Early Childhood Education and Care During the COVID-19 Pandemic. Early Childhood Education Journal. https://doi.org/10.1007/s10643-022-01376-5

Patricia Eadie, Lisa Murray, Penny Levickis, Jane Page, Amelia Church & Catriona Elek (2022) Challenges and supports for educator well-being: perspectives of Australian early childhood educators during the COVID-19 pandemic, Teachers and Teaching, DOI: 10.1080/13540602.2022.2062746

Murray, L., Eadie, P., Church, A., Levickis, P., Page, J. (2022). Wellbeing During the COVID-19 Pandemic: Perspectives of Australian Early Childhood Educators. In: Pattnaik, J., Renck Jalongo, M. (eds) The Impact of COVID-19 on Early Childhood Education and Care. Educating the Young Child, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-96977-6_7

Eadie, P., Levickis, P., Murray, L., Page, J. & Elek, C. (2021) Early childhood educators’ wellbeing during the COVID-19 pandemic. Early Childhood Education Journal, 49, 903–913. https://doi.org/10.1007/s10643-021-01203-3

Eadie, P., Young, S., Suda, L. & Church, A. (2021). Facilitator and teacher perspectives on museum programs for young children. Journal of Museum Education, DOI: 10.1080/10598650.2021.2000770

Page, J., Murray, L., Niklas, F., Eadie, P., Cock, M.L., Scull, J & Sparling, J. (2021) An Abecedarian Approach with Aboriginal families and their young children in Australia: Playgroup participation and developmental outcomes. International Journal of Early Childhood, 51, 233–250 (2019). https://doi.org/10.1007/s13158-019-00246-3

Page, J., Murray, L., Niklas, F. et al. (2021) Parent Mastery of Conversational Reading at Playgroup in Two Remote Northern Territory Communities. Early Childhood Education Journal. https://doi.org/10.1007/s10643-020-01148-z

Page, J., Murray, L., Cock, M. L., Eadie, P., Nossar, V., Niklas, F., Scull, J., & Sparling, J. (2021). Aboriginal children’s health, playgroup participation and early learning outcomes in two remote Northern Territory communities. Health Education Journal, 80(5), 596–610. https://doi.org/10.1177/0017896921994162

Eadie, P., Page, J & Murray, L. (2021). Continuous improvement in early childhood pedagogical practice: The Victorian Advancing Early Learning (VAEL) Study. In S. Garvis & H.L. Taguchi (Eds.) Quality improvement in early childhood: Working to enhance children’s learning outcomes (pp. 69-91). London: Palgrave Macmillan.

Scull, J., Page, J., Lee, W. Y., Murray, L., Gapany, D., Stewart, S., Murukun, M., Scannell, N., Lawrence, R., Dhurrkay, J., Hayes, F., Burarrwanga, V., Chynoweth, L., Callahan, M., Goveas, J. N., Cock, M. L., Mentha, S., Eadie, P., & Sparling, J. (2021). Mothers as First Teachers: Exploring the Features of Motherchild Interactions That Support Young Aboriginal Children’s Multilingual Learning at Playgroup. TESOL in Context, 30(1), 33–60. https://doi.org/10.21153/tesol2021vol30no1art1580

Scull, J., Page, J., Cock, M. L., Nguyen, C., Murray, L., Eadie, P., & Sparling, J. (2021). Developing and validating a tool to assess young children’s early literacy engagement. Australasian Journal of Early Childhood, 46(2), 179–195. https://doi.org/10.1177/18369391211009696

Eadie, P., Stark, H. & Niklas, F. (2019) Quality of interactions by early childhood educators following a language-specific professional learning program. Early Childhood Education Journal, 47, 251–263. https://doi.org/10.1007/s10643-019-00929-5

Page, J., & Eadie, P. (2019). Coaching for continuous improvement in collaborative, interdisciplinary early childhood teams. Australasian Journal of Early Childhood, 44(3), 270–284. https://doi.org/10.1177/1836939119855542

Issue number 10 I April 2023 I REEaCh Research Brief:  Capitalising on opportunities for children’s learning

Issue number 09 I  October 2022 I REEaCh Practice Brief: Supporting  educator wellbeing and family engagement

Issue number 08 I  May  2022 I REEaCh Research Brief:  Research priorities of early childhood professionals

Issue number 07 I December 2021 I REEaCh Research Brief: Learning at museums: Excursions and outreach programs for early childhood education

Issue number 06  I  November 2021 I REEaCh Policy Brief: Implementing 3a in communities across the Northern Territory to support the early learning of Aboriginal children

Issue number 05 I  November 2021 I REEaCh REsearch Brief: Challenges and supports for educator wellbeing: perspectives of early childhood educators during COVID-19

Issue number 04 I May 2021 I REEaCh Research Brief: Building a bridge to support the early learning of Aboriginal children in remote Northern Territory communities

Issue number 03 | July 2020 | REEaCh Practice Brief: Using data to inform ECEC practice: Australian Early Development Census (PDF, 1.37MB)

Issue Number 02 | August 2019 | REEaCh Research Brief: Interactions Matter: Increasing the frequency of educator-child interactions (PDF, 407Kb)

Issue Number 01 | August 2019 | REEaCh Research Brief: Interactions Matter: Improving the quality of educator-child interactions (PDF, 382Kb)

Innovative strategies to support family engagement and educator wellbeing
A range of resources generated through a partnership project between REEaCh, Goodstart Early Learning and the Centre for Community Child Health.  In phase one of this project, online survey and interview methods were used to generate insights about innovative practices used by Goodstart services during the COVID-19 pandemic to support educator wellbeing and maintain connections with children and families. In phase two, a coach worked with a small group of educators who used co-design methodology to test and refine innovative practices over a period of 18 months. Knowledge translation methodology was used to develop resources and disseminate learnings widely. This project was funded by the Ian Potter Foundation.

Family engagement with ECEC services during COVID-19: Video summary of research findings
Dr Penny Levickis summarises findings from a qualitative research project conducted with Australian families during the COVID-19 pandemic. Families were interviewed about their experiences engaging with ECEC services during the pandemic, including the impact of restrictions on their relationships with educators and their home environment.

Early childhood educators feel burnt out and undervalued. Here’s what we can do to help. Conversation article, published 28 October 2021

Sorting 'red flags' from run-of-the-mill chaos at a childcare centre, Interview with Professor Tricia Eadie on ABC Life, published 5 October 2020

Why ECE is everyone’s business. Pursuit article, published 31 May 2019

Talking Teaching Podcast: Season 2 Episode 5 The growing national momentum for pre-school for three year old children