Publications

Publications

Publications

Levickis, P., Murray, L., Lee-Pang, L. et al. How do Educators Use Evidence to Inform Decision-Making in Australian Early Childhood Education and Care Settings? A Qualitative Interview Study. IJEC (2025). https://doi.org/10.1007/s13158-025-00422-8

Page, J., McFarland, L., Young, S. et al. Implementing 3-Year-Old Kindergarten in Victoria: Teachers’, Educators’ and Directors’ Perspectives. Early Childhood Educ J (2025). https://doi.org/10.1007/s10643-025-01907-w

Murray, L., Levickis, P., McFarland, L., Eadie, P., Lee-Pang, L., Quach, J., & Page, J. (2025). Supporting Young Children’s Social–Emotional Wellbeing in Early Childhood Education and Care: Perspectives from the Sector. Education Sciences, 15(5), 569. https://doi.org/10.3390/educsci15050569

Murray, L., Eadie, P., Fong, M., Liley, K., Markham, P., & Hardy, K. (2024). Educator wellbeing and family engagement in Australian early learning settings: perspectives of early childhood educators and families. The Australian Educational Researcher, 1-23. https://doi.org/10.1007/s13384-024-00751-y

Canobi, K. H., Eadie, P., Murray, L., Levickis, P., Page, J., & McFarland, L. (2024). Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators. Early Education and Development, 1–17. https://doi.org/10.1080/10409289.2024.2336434

Eadie, P., Levickis, P., Page, J., Hunt, J., Kent, S., Tseng, Y. P., … Stark, H. (2023). Educational and developmental gains in early childhood (EDGE) study protocol: investigating the impact of funded three-year-old kindergarten. International Journal of Research & Method in Education, 47(4), 328–342. https://doi.org/10.1080/1743727X.2023.2288114

Elek, C., Page, J., & Eadie, P. (2024). Identifying the theoretical foundations of coaching as a form of ongoing professional development in early childhood education: a meta-narrative review. Professional Development in Education, 1–21. https://www.tandfonline.com/doi/full/10.1080/19415257.2024.2371862

Levickis, P., Murray, L., Niklas, F., Lee-Pang, L., Vogt, M., Page, J., ... & Lehrl, S. (2023). Exploring Environmental Factors Associated with Child Wellbeing during COVID-19 in Australia and Germany. Education Sciences, 13(7), 641. https://doi.org/10.3390/educsci13070641

Young, S.,  Church, A., Maskiell, A., Raisbeck, P. & Eadie, P. (2023) Design considerations in the activation of a temporary playspace for children and families: perspectives of council, architects and designers, Australian Planner, DOI: 10.1080/07293682.2023.2219789

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

Gapany, D., Murukun, M., Goveas, J., Dhurrkay, J., Burarrwanga, V., & Page, J. (2022). Empowering Aboriginal Families as Their Children’s First Teachers of Cultural Knowledge, Languages and Identity at Galiwin’ku FaFT Playgroup. Australasian Journal of Early Childhood, 47(1), 20-31. https://doi.org/10.1177/18369391211038978

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

Research briefs

Issue number 01 | August 2019 | REEaCh Research Brief: Interactions Matters: Improving the quality of educator-child interactions

Issue number 02 | August 2019 | REEaCh Research Brief: Interactions  Matter: Increasing the frequency of educator-child interactions

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

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

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

Issue number 08 I August 2022 I REEaCh Research Brief: Research Priorities of Early Childhood Professionals

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

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

Issue number 11 I February 2024 I REEaCh Research Brief: supporting young children's social-emotional wellbeing

Issue number 12 I March 2024 I REEaCh Research Brief: The Village Matters

Issue number 13 | November 2025 | REEaCh Research Brief: Implementing Child Safe Standards in Early Education Settings

Issue number 14 | December 2025 | REEaCh Research Brief: Creating the conditions for culturally safe professional learning in a regional Aboriginal community-led kindergarten

Annual Reports

Annual Report 2025

Annual Report 2024

Annual Report 2022-2023

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.