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