• AJEC VOL. 43 No. 3 SEPTEMBER 2018
  • Contents
  • Editorial
  • Rights, power and agency in early childhood research design: Developing a Rights-Based Research Ethics and Participation Planning Framework
  • Early childhood teachers’ perspectives of growth mindset: Developing agency in children
  • Collaborative forum: An affective space for infant–toddler educators’ collective reflections
  • Photographic agency and agency of photographs: Three-year-olds and digital cameras
  • National Quality Standard in schools: Leadership enabling power and agency
  • Helping communities improve child development outcomes: The importance of governance in the Kids in Communities Study (KiCS)
  • Sharing power with children: Repositioning children as agentic learners
• AJEC VOL. 43 NO.2 JUNE 2018
  • Contents
  • Editorial
  • Mapping the policy landscape of Australian early childhood education policy through document analysis
  • Young children and digital technology: Australian early childhood education and care sector adults’ perspectives
  • Young children’s language uses during play and implications for classroom assessment
  • What keeps early childhood teachers working in long day care? Tackling the crisis for Australia’s reform agenda in early childhood education and care
  • Parent–child interactions around television and other on-screen content: Considering communication and social skills
  • Advancing Australia’s agenda for young children’s health and wellbeing: Empirical insights into educator knowledge, confidence and intentions in promoting children’s Learning, Eating, Active Play and Sleep (LEAPS)
  • Playgroups: Moving in from the margins of history, policy and feminism
• AJEC VOL. 43 NO.1 MARCH 2018
  • Contents
  • Editorial
  • Early childhood educators’ perceptions of parent–child relationships: A qualitative study
  • An analysis of the Australian Government’s Jobs for Families Child Care Package: The utility of Bacchi’s WPR methodology to identify potential influences on parents’ childcare choices
  • Support to enhance level of implementation in physical activity interventions: An observational study
  • What’s in a dream? Natural elements, risk and loose parts in children’s dream playspace drawings
  • Individual and collective reflection: Deepening early childhood pre-service teachers’ reflective thinking during practicum
  • Parents’ perspective on early childhood education in New Zealand: Voices from Pacifika families
• AJEC Vol. 42 No. 4 December 2017
  • Contents
  • Editorial
  • Trust, empathy and time: Relationship building with families experiencing vulnerability and disadvantage in early childhood education and care services
  • What’s the story? Exploring parent–teacher communication through ePortfolios
  • Developing a ‘classroom as community’ approach to supporting young children’s wellbeing
  • Engaging vulnerable children and families: Learning from a new model of education and care
  • ‘I belong here; I been coming a big time’: An exploration of belonging that includes the voice of children
  • Working with teachers’ pedagogical strengths: The design of executive function activities for play-based programs
  • The Starting School Study: Mothers’ perspectives of transition to school
  • Parental knowledge and use of the National Quality Framework in their childcare decision making: Informed believers, informed dismissers and indifferent disregarders
  • All children have the best start in life to create a better future for themselves and for the nation
  • Civic action and learning with a community of Aboriginal Australian young children
  • Early childhood educator mental health: Performing the National Quality Standard
• AJEC Vol. 42 No. 3 September 2017
  • Contents
  • Editorial
  • Supporting early mathematics learning in early childhood settings
  • Beyond the gates: Examining the issues facing early childhood teachers when they visit art museums and galleries with young children in New Zealand
  • ‘You can’t write that’: The challenges of written communication between preschools and schools
  • Predictors of unstructured play amongst preschool children in Australia
  • Is New Zealand a world leader in early childhood education? An examination of the empirical evidence in recent reports
  • The National Disability Insurance Scheme: Administrators’ perspectives of agency transition to ‘user pay’ for early intervention service delivery
  • Spaces for gender equity in Australian early childhood education in/between discourses of human capital and feminism
  • Maximising advantage in the preschool years: Parents’ resources and strategies
  • Interlocutor–child interactions: Supporting children’s creativity in graphic-narrative-embodied play
  • A thematic and content analysis of instructional and rehearsal procedures of preschool social emotional learning programs
• AJEC Vol. 42 No.2 June 2017
  • Contents
  • Editorial
  • Play-based learning and intentional teaching: Forever different?
  • Inspiring environmentally responsible preschool children through the implementation of the National Quality Framework: Uncovering what lies between theory and practice
  • Determining educators’ needs to support healthy eating environments in early childhood settings
  • Exploring preschool teachers’ and support staff’s use and experiences of assistive technology with children with disabilities
  • Enabling the exercise of choice and control: How early childhood intervention professionals may support families and young children with a disability to exercise choice and control in the context of the National Disability Insurance Scheme
  • Mutuality and reciprocity in parent–teacher relationships: Understanding the nature of partnerships in early childhood education and care provision
  • Assessing young children’s learning: Using critical discourse analysis to re-examine a learning story
  • Interrater reliability of early childhood education professionals involved in developmental surveillance for autism spectrum disorder and related conditions
  • Early storybook reading with babies and young children: Parents’ opinions and home reading practices
  • Understanding and supporting young writers: Opening the school gate
  • Book collections in long day care: Do they reflect racial diversity?
  • ‘This is possibly THE hardest decision a parent has to make.’ Deciding when your child is ready to start Prep
  • Hearing in the early childhood setting: Children’s perspectives
• AJEC Vol. 42 No. 1 March 2017
  • Contents
  • Editorial
  • ‘The color of heart is more important’: Korean kindergarteners exploring racial diversity through poem writing
  • Between the big trees: A project-based approach to investigating shape and spatial thinking in a kindergarten program
  • Childcare teachers’ attitudes toward the integration of care and education in Korean
  • Enhancing the effectiveness of early childhood educators and researchers working together to achieve common aims
  • Establishing agreement between parent-reported and directly-measured behaviours
  • Gender differences in early literacy and mathematics achievement and self-regulatory behaviours in the first year of school: An Australian study
  • Including playful aggression in early childhood curriculum and pedagogy
  • Play: Challenging educators’ beliefs about play in the indoor and outdoor environment
  • Risk burden, participation in early childhood education and care, and child outcomes
  • Strategies that support kindergarten children’s social and emotional development: One teacher’s approach
  • Supported playgroups for health promotion activity for healthy eating and active living: A social ecological perspective
  • The combined Bachelor of Education Early Childhood and Primary degree: Student perceptions of value
  • Young children’s learning of literacies in transnational and sociocultural contexts in families with immigrant mothers in Taiwan
• AJEC Vol. 41 No. 4 December 2016 – SPECIAL EDITION
  • Contents
  • Editorial
  • Building pedagogical leadership knowledge in early childhood education
  • Childcare educators’ understandings of early communication and attachment
  • Effects of an evidence-based intervention on the Australian English language development of a vulnerable group of young Aboriginal children
  • Infant–toddler educators’ language support practices during snack-time
  • Noisy neighbours: A construction of collective knowledge in toddlers’ shared play space
  • Parent perspectives on the implementation of a digital documentation portal in an early learning centre
  • Re-thinking professional development: Positioning educational documentation as everyday professional learning
  • Tablet technology and cloud storage as evidence of pedagogic development in pre-service teacher education
  • The pushes and pulls of pedagogy in the early years: Competing knowledges and the erosion of play-based learning
  • The selection of ECEC programs by Australian families: Quality, availability, usage and family demographics
  • The view from the helicopter: Examining the Australian early childhood workforce using the national Census of Population and Housing
  • Transition to school anxiety for mothers of children with food allergy: Implications for educators
  • Work ‘with’ me: Learning prosocial behaviours
• AJEC Vol. 41 No. 3 September 2016
  • Contents
  • Editorial
  • A cooperative pedagogical program linking preschool and Foundation teachers: A pilot study
  • Articulating a rights-based argument for mathematics teaching and learning in early childhood education
  • ‘Caterpillars and catalysts’: A year of literacy learning in an early years classroom privileging dramatic pedagogies
  • Children’s literacy play environments: Snapshots of practitioner research for change
  • Early childhood teachers’ work in a time of change
  • Effectiveness of a video modelling intervention in a shy, withdrawn preschool child
  • Playing cool: The sustainable Cool Cubby
  • Social inclusion and exclusion of a young child: A cultural–historical perspective of an international mid-semester transition into an international school in Malaysia
  • Supporting children’s resilience: Early childhood educator understandings
  • Supporting young children’s oral language and writing development: Teachers’ and early childhood educators’ goals and practices
  • The self-reported academic self-concept of four-year-old children: Global and fixed, or nuanced and changing in the year before school?
  • Thinking, feeling and relating: Young children learning through dance
  • ‘You want to get it right’: A regional Queensland school’s experience in strengthening parent–school partnerships
• AJEC Vol. 41 No. 2 June 2016
  • Contents
  • Editorial
  • Analysing early childhood educators’ science pedagogy through the lens of a pedagogical content knowing framework
  • Educators’ perceptions of facilitating children’s participation in early childhood education
  • ‘Embracing everybody’: Approaching the inclusive early childhood education of a child labelled with autism from a social relational understanding of disability
  • Focusing on strengths as children start school: What does it mean in practice?
  • Montessori early childhood education in NZ: Re-discovering the spirit of reflection and inquiry through recent policy changes
  • ‘One of the kids’: Parent perceptions of the developmental advantages arising from inclusion in mainstream early childhood education services
  • Reforming Australian early childhood education and care provision (2009–2015)
  • Safety risk intelligence: Children’s concept formation of safety and their individual capabilities to appraise risk of injury
  • Smoothing the way: Investigating the role of a supported playgroup located at a school
  • Social rules according to young children
  • Teaching literacy through dramatic storytelling in Foundation Phase
  • Transition of children with disabilities into early childhood education and care centres
  • ‘Well it depends on what you’d call play’: Parent perspectives on play in Queensland’s Preparatory Year
• AJEC Vol. 41 No. 1 March 2016
  • Contents
  • Editorial
  • A Strengths Approach to supporting early mathematics learning in family contexts
  • An analysis of young children’s engagement with single and group interview methods
  • Children voice their kindergarten experiences: A cross-cultural exploratory study in Korea and the US
  • Exploring the nexus between participatory methods and ethics in early childhood research
  • Giving voices and providing skills to families in culturally and linguistically diverse communities through a productive parenting program
  • Mothers’ perspectives on learning through play in the home
  • Parents’ satisfaction with kindergarten services in Beijing at a time of systemic expansion
  • Recognition of family engagement in young children’s literacy learning
  • The effect of a learner-support intervention on perceptual-motor skills of kindergarten learners from deprived environments
  • The influence of a school readiness program on the language and phonological awareness skills of preschool children in rural areas of South Africa
  • The shaping of Australian early childhood education and care: What can we learn from a critical juncture?
  • ‘When you give them a pencil they often say they’re writing’: Preschool teachers’ categorisation of written language work with toddlers
  • Written numeracy assessment in the early years: The challenges of pronouns and noun groups
• AJEC Vol. 40 No. 4 December 2015
  • Contents
  • Editorial
  • ‘Better Beginnings has made me make reading part of our everyday routine’: Mothers’ perceptions of a family literacy program over four years
  • Children’s literature as an invitation to science inquiry in early childhood education
  • Defining ‘meaningfulness’: Enabling preschoolers to get the most out of parental involvement
  • Grade repetition risk for boys in early schooling in Queensland, Australia
  • How far have we come in respecting young children in our research? A meta-analysis of reported early childhood research practice from 2009 to 2012
  • Intergenerational collaborative drawing: A research method for researching with/about young children
  • Strengthening Aboriginal child development in central Australia through a universal preschool readiness program
  • The impact of free-choice motor activities on children’s balance control
  • The Professional Leadership and Action Research Training Model: Supporting early childhood leadership
  • The sleeping elephant in the room: Practices and policies regarding sleep/rest time in early childhood education and care
  • The tensions between food choices and sustainable practices in early childhood centres
  • Tolerance of food intolerance: A sociocultural study of parent perceptions on food, behaviour and learning in children aged between two and 14
  • What do early childhood teacher graduands say about working with infants and toddlers?: An exploratory investigation of perceptions
• AJEC Vol. 40 No. 3 September 2015
  • Contents
  • Editorial
  • A bird in the hand: Understanding the trajectories of development of young children and the need for action to improve outcomes
  • Are there any unintended consequences of service integration to consider? A study of early years sector perspectives
  • Associations between Australian early childhood educators’ mental health and working conditions: A cross-sectional study
  • Childcare staff and parents’ beliefs about quality care for infants/toddlers in centre-based programs in Singapore
  • Constructs of quality in early childhood education and care: A close examination of the NQS Assessment and Rating Instrument
  • Infants of the productivity agenda: Learning from birth or waiting to learn?
  • Intentional pedagogies: Insights from the past
  • Narratives of childhood in regional Western Australian towns: A trajectory of hope and collective wisdom for landmark reforms
  • Studying early brain development: Educators’ reports about their learning and its applications to early childhood policies and practices
  • The construction of a taxonomy of early childhood educators’ work
  • The role of the Educational Leader: Perceptions and expectations in a period of change
  • The voice of the child in early childhood education research in Australia and New Zealand: A systematic review
  • Young children dancing mathematical thinking