Publications & Resources

Latest publications

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. Parents’ Perspectives of Family Engagement with Early Childhood Education and Care During the COVID-19 Pandemic. Early Childhood Educ J (2022). 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

Young, S., Eadie, P., Suda, L. & Church, A. (2021) LEARN: Essential elements of museum education programs for young children. Curator: The Museum Journal, DOI: 10.1111/cura.12456

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., Eadie, P., Cock, M.L., Scull, J & Sparling, J. (2021). Parent Mastery of Conversational Reading at Playgroup in Two Remote Northern Territory Communities. Early Childhood Education Journal https://doi.org/10.1007%2Fs10643-020-01148-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

Project Resources

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.

Publications & Resources