Sue Dockett - Academia.edu (original) (raw)
Papers by Sue Dockett
The Let’s Count pilot early mathematics program was implemented in five early childhood education... more The Let’s Count pilot early mathematics program was implemented in five early childhood educational contexts across Australia during 2011. The program used specifically formulated materials and workshops to enlist the assistance of early childhood educators to work with parents and other family members of children in their settings to help develop these children’s awareness, confidence and skills in early mathematics. The pilot program was evaluated by the authors of this paper using a multi-methods approach. The evaluation was focused on the success of the Let’s Count program in bringing early childhood educators, parents and other family members together, to enhance children’s mathematical engagement, learning outcomes and dispositions
Evaluating Transition to School Programs, 2021
International Perspectives on Early Childhood Education and Development, 2017
The principle of school choice has become firmly embedded in the education context of Australia. ... more The principle of school choice has become firmly embedded in the education context of Australia. This chapter examines the primary school choices made by three mothers described as having complex support needs, living in New South Wales, Australia. These needs related both to their own health and well-being, as well as those of other family members. The mothers participated in a series of conversational interviews as their children prepared for, and later started, school. Aligned with decisions about school choice, the mothers described the responsibilities they felt to make the ‘right’ school choices for their children, as well as a wide range of constraints they experienced. The school choices made by these mothers were shaped by their resources and their histories. Available economic capital influenced choices, as did the ways in which social and cultural capital was activated. For each of these mothers, school choice and responsible mothering were intertwined.
Rethinking Readiness in Early Childhood Education
Research in Mathematics Education in Australasia 2008–2011, 2012
ABSTRACT During the review period, there has been unprecedented political interest in early child... more ABSTRACT During the review period, there has been unprecedented political interest in early childhood education in Australasia (taken to be education of and for children aged between 0 and 8 years old). In New Zealand a review of the implementation of the respected prior-to-school curriculum framework Te Whāriki (Ministry of Education [MoE], 1996) has been recommended. For schools, the New Zealand Curriculum (MoE, 2007) was introduced in 2007. In Australia, the Early Years Learning Framework for Australia (Department of Education, Employment and Workforce Relations [DEEWR], 2009) was implemented from 2010 and Phase 1 of the implementation of the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2010), including mathematics, has begun. All of this interest in early childhood has provided some stimulus for early childhood mathematics education research in Australasia, building on the substantial work that was reported in the previous two MERGA reviews of research (Perry & Dockett, 2004; Perry, Young-Loveridge, Dockett, & Doig, 2008). However, the quantum of early childhood education research emanating from Australasia seems to have diminished since these earlier reviews, perhaps because of a substantial lessening of the work stimulated by the heavily supported systemic numeracy programs in both Australia and New Zealand. The purpose of this chapter is to critique and celebrate the most significant of the Australasian early childhood mathematics education research that has been published over the review period 2008-2011 and to use this critique to look forward into the next review period with suggestions for future research. The chapter is divided into sections dealing with Australasian research of contexts, pedagogies and content for early childhood mathematics education.
European Early Childhood Education Research Journal, 2017
Ann-Kathrin Arndt, Leibniz University Hannover, Germany Natalie Canning, The Open University, UK ... more Ann-Kathrin Arndt, Leibniz University Hannover, Germany Natalie Canning, The Open University, UK Sue Dockett, Charles Sturt University, Australia Sally Howe, University of Roehampton, UK Libby Lee-Hammond, Murdoch University, Australia Joanne Lehrer, Université du Québec à Montréal, Canada Lasse Lipponen, University of Helsinki, Finland Judith Loveridge, Victoria University of Wellington, New Zealand Luigina Mortari, University of Verona, Italy Martin Needham, Manchester Metropolitan University, UK Chris Pascal, Centre for Research in Early Childhood, UK Zhanmei Song, Shandong Yingcai University, China
Listening to Children’s Advice about Starting School and School Age Care, 2019
Look who’s talking: Eliciting the voices of children from birth to seven was an international sem... more Look who’s talking: Eliciting the voices of children from birth to seven was an international seminar series funded by the University of Strathclyde, Glasgow, Scotland, that brought together researchers and practitioners who work with young children (birth to seven) to give and support ‘voice’ in respect to different aspects of their lived experience; in other words, to elicit voice. The intention was to create a space for individuals working in this relatively underdeveloped field to work in a collaborative process, engaging with associated theory and practice. The aims of the seminars were: to move debate forwards; to develop guidelines and provocations for practice; and to advance understandings of the affordances and constraints on the implementation of Article 12 of the UNCRC with young children. The series comprises two seminars, one in January and one in June 2017, each of three and a half days duration. The first focused predominantly on mapping the field, sharing and discus...
Australasian Journal of Early Childhood, 2003
The Starting School Research Project promotes the involvement of children in the research agenda.... more The Starting School Research Project promotes the involvement of children in the research agenda. This paper explores some of the philosophical and methodological issues involved in this stance. The main focus of this paper is the voices of children reporting issues of significance to them as they start compulsory schooling, through drawings, descriptions, photographs and demonstrations.
The Australian Educational Researcher, 2016
While a great deal of research has focused on children’s experiences as they start school, less a... more While a great deal of research has focused on children’s experiences as they start school, less attention has been directed to their experiences—and those of their families and educators—as they start school age care. This paper draws from a recent research project investigating practices that promote positive transitions to school and school age care. Data were generated through questionnaires, document analysis, visits to sites and conversations with a wide range of participants. In this paper, data related to school age care are reported. The results emphasise the importance of communication in the development of strong positive relationships among all those involved in transition. The practices identified as effective reflect the principles of My Time, Our Place: Framework for School Age Care in Australia, and are aligned with the Transition to School: Position Statement, which focuses on the opportunities, expectations, aspirations and entitlements for all during educational transitions. Drawing on these practices, possibilities for enhanced professional practice are explored.
European Early Childhood Education Research Journal, 2015
Early Mathematics Learning and Development, 2015
In this chapter we share the perceptions of a small number of principals, teachers and parents ab... more In this chapter we share the perceptions of a small number of principals, teachers and parents about children’s prior-to-school mathematics. Rather than focusing on the somewhat limited notions of young children’s mathematical experiences reflected in some of the comments of these adults, we position the transition to school as a relational context, recognising it as a time when many and varied beliefs, expectations and understandings come together as a cultural interface. We advocate that working collaboratively at this time has the potential to enhance the experiences of young children and the adults with whom they interact, and to provoke both professional and personal reflection and change, particularly in relation to mathematics education.
Critical Studies in Education, 2014
International Journal of Qualitative Studies in Education, 2013
Informed agreement to participate in research is a critical element of ethical practice. When res... more Informed agreement to participate in research is a critical element of ethical practice. When researching with children, opportunities to provide informed agreement are often afforded to adult gatekeepers, yet not necessarily extended to the children involved. This paper reports an approach to engaging with children in research, emphasising strategies to facilitate their informed, and ongoing, assent. As part of a
The Let’s Count pilot early mathematics program was implemented in five early childhood education... more The Let’s Count pilot early mathematics program was implemented in five early childhood educational contexts across Australia during 2011. The program used specifically formulated materials and workshops to enlist the assistance of early childhood educators to work with parents and other family members of children in their settings to help develop these children’s awareness, confidence and skills in early mathematics. The pilot program was evaluated by the authors of this paper using a multi-methods approach. The evaluation was focused on the success of the Let’s Count program in bringing early childhood educators, parents and other family members together, to enhance children’s mathematical engagement, learning outcomes and dispositions
Evaluating Transition to School Programs, 2021
International Perspectives on Early Childhood Education and Development, 2017
The principle of school choice has become firmly embedded in the education context of Australia. ... more The principle of school choice has become firmly embedded in the education context of Australia. This chapter examines the primary school choices made by three mothers described as having complex support needs, living in New South Wales, Australia. These needs related both to their own health and well-being, as well as those of other family members. The mothers participated in a series of conversational interviews as their children prepared for, and later started, school. Aligned with decisions about school choice, the mothers described the responsibilities they felt to make the ‘right’ school choices for their children, as well as a wide range of constraints they experienced. The school choices made by these mothers were shaped by their resources and their histories. Available economic capital influenced choices, as did the ways in which social and cultural capital was activated. For each of these mothers, school choice and responsible mothering were intertwined.
Rethinking Readiness in Early Childhood Education
Research in Mathematics Education in Australasia 2008–2011, 2012
ABSTRACT During the review period, there has been unprecedented political interest in early child... more ABSTRACT During the review period, there has been unprecedented political interest in early childhood education in Australasia (taken to be education of and for children aged between 0 and 8 years old). In New Zealand a review of the implementation of the respected prior-to-school curriculum framework Te Whāriki (Ministry of Education [MoE], 1996) has been recommended. For schools, the New Zealand Curriculum (MoE, 2007) was introduced in 2007. In Australia, the Early Years Learning Framework for Australia (Department of Education, Employment and Workforce Relations [DEEWR], 2009) was implemented from 2010 and Phase 1 of the implementation of the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2010), including mathematics, has begun. All of this interest in early childhood has provided some stimulus for early childhood mathematics education research in Australasia, building on the substantial work that was reported in the previous two MERGA reviews of research (Perry & Dockett, 2004; Perry, Young-Loveridge, Dockett, & Doig, 2008). However, the quantum of early childhood education research emanating from Australasia seems to have diminished since these earlier reviews, perhaps because of a substantial lessening of the work stimulated by the heavily supported systemic numeracy programs in both Australia and New Zealand. The purpose of this chapter is to critique and celebrate the most significant of the Australasian early childhood mathematics education research that has been published over the review period 2008-2011 and to use this critique to look forward into the next review period with suggestions for future research. The chapter is divided into sections dealing with Australasian research of contexts, pedagogies and content for early childhood mathematics education.
European Early Childhood Education Research Journal, 2017
Ann-Kathrin Arndt, Leibniz University Hannover, Germany Natalie Canning, The Open University, UK ... more Ann-Kathrin Arndt, Leibniz University Hannover, Germany Natalie Canning, The Open University, UK Sue Dockett, Charles Sturt University, Australia Sally Howe, University of Roehampton, UK Libby Lee-Hammond, Murdoch University, Australia Joanne Lehrer, Université du Québec à Montréal, Canada Lasse Lipponen, University of Helsinki, Finland Judith Loveridge, Victoria University of Wellington, New Zealand Luigina Mortari, University of Verona, Italy Martin Needham, Manchester Metropolitan University, UK Chris Pascal, Centre for Research in Early Childhood, UK Zhanmei Song, Shandong Yingcai University, China
Listening to Children’s Advice about Starting School and School Age Care, 2019
Look who’s talking: Eliciting the voices of children from birth to seven was an international sem... more Look who’s talking: Eliciting the voices of children from birth to seven was an international seminar series funded by the University of Strathclyde, Glasgow, Scotland, that brought together researchers and practitioners who work with young children (birth to seven) to give and support ‘voice’ in respect to different aspects of their lived experience; in other words, to elicit voice. The intention was to create a space for individuals working in this relatively underdeveloped field to work in a collaborative process, engaging with associated theory and practice. The aims of the seminars were: to move debate forwards; to develop guidelines and provocations for practice; and to advance understandings of the affordances and constraints on the implementation of Article 12 of the UNCRC with young children. The series comprises two seminars, one in January and one in June 2017, each of three and a half days duration. The first focused predominantly on mapping the field, sharing and discus...
Australasian Journal of Early Childhood, 2003
The Starting School Research Project promotes the involvement of children in the research agenda.... more The Starting School Research Project promotes the involvement of children in the research agenda. This paper explores some of the philosophical and methodological issues involved in this stance. The main focus of this paper is the voices of children reporting issues of significance to them as they start compulsory schooling, through drawings, descriptions, photographs and demonstrations.
The Australian Educational Researcher, 2016
While a great deal of research has focused on children’s experiences as they start school, less a... more While a great deal of research has focused on children’s experiences as they start school, less attention has been directed to their experiences—and those of their families and educators—as they start school age care. This paper draws from a recent research project investigating practices that promote positive transitions to school and school age care. Data were generated through questionnaires, document analysis, visits to sites and conversations with a wide range of participants. In this paper, data related to school age care are reported. The results emphasise the importance of communication in the development of strong positive relationships among all those involved in transition. The practices identified as effective reflect the principles of My Time, Our Place: Framework for School Age Care in Australia, and are aligned with the Transition to School: Position Statement, which focuses on the opportunities, expectations, aspirations and entitlements for all during educational transitions. Drawing on these practices, possibilities for enhanced professional practice are explored.
European Early Childhood Education Research Journal, 2015
Early Mathematics Learning and Development, 2015
In this chapter we share the perceptions of a small number of principals, teachers and parents ab... more In this chapter we share the perceptions of a small number of principals, teachers and parents about children’s prior-to-school mathematics. Rather than focusing on the somewhat limited notions of young children’s mathematical experiences reflected in some of the comments of these adults, we position the transition to school as a relational context, recognising it as a time when many and varied beliefs, expectations and understandings come together as a cultural interface. We advocate that working collaboratively at this time has the potential to enhance the experiences of young children and the adults with whom they interact, and to provoke both professional and personal reflection and change, particularly in relation to mathematics education.
Critical Studies in Education, 2014
International Journal of Qualitative Studies in Education, 2013
Informed agreement to participate in research is a critical element of ethical practice. When res... more Informed agreement to participate in research is a critical element of ethical practice. When researching with children, opportunities to provide informed agreement are often afforded to adult gatekeepers, yet not necessarily extended to the children involved. This paper reports an approach to engaging with children in research, emphasising strategies to facilitate their informed, and ongoing, assent. As part of a