Early Childhood Education Commons^™

A Model For Children’S Digital Citizenship In India, Korea, And Australia: Stakeholder Engagement Principles, Emma Jayakumar, Kylie Stevenson, Harrison See, Yeonghwi Ryu

Research outputs 2022 to 2026

This white paper communicates research activities and findings investigating digital safety and digital citizenship through multistakeholder collaborations in three countries—India, South Korea, and Australia. Performed by an Edith Cowan University-based research team from the ARC Centre of Excellence for the Digital Child, supported by the LEGO Group, this research additionally responds to many recent policy and practice reviews arguing for institutional and policy engagement in the Asia Pacific (APAC) that build children’s digital safety, literacy and citizenship. These include the UNESCO data-driven report, Digital Kids Asia Pacific (DKAP): Insights into children’s digital citizenship (UNESCO, 2019), an earlier UNESCO review of …

Children’S Digital Citizenship Project: Your Perspectives: A Report For Children, Harrison See, Kylie Stevenson, Emma Jayakumar, Phoebe Zeng

Research outputs 2022 to 2026

This report talks about a teamwork project between the LEGO Group, the Australian Research Council (ARC) Centre of Excellence for the Digital Child (Digital Child) and Edith Cowan University (ECU).

In 2022, the LEGO Group, ECU and Digital Child researchers teamed up to ask children and adults in India, Korea and Australia about digital citizenship. We collected all this information together and compared our results, and then made some suggestions about how we can all do things better to help kids be safer, smarter, and happier online.

Children’S Perspectives Of Digital Citizenship In India, Korea And Australia: Report Of Findings From Children’S Digital Citizenship And Safety Roundtables, Kylie Stevenson, Emma Jayakumar, Harrison See, Yeonghwi Ryu, Shruti Das

Research outputs 2022 to 2026

This report presents data and findings from Phase Two of the research project Digital Safety and Citizenship Roundtables. In this phase, which focuses on children’s perspectives of digital safety and digital citizenship, three child-focused, play-based roundtables were held in Seoul (Korea), Delhi (India) and Perth (Australia) respectively in the months of June and July 2022, with 48 children in total contributing their perspectives. Qualitative data was collected from these child participants through 90-minute play-based roundtables featuring three sections: a short introductory drawing activity using prompt cards; a discussion regarding the children’s understanding of digital citizenship; and a LEGO play activity …

Lively Emu Dialogues: Activating Feminist Common Worlding Pedagogies, Mindy Blaise, Catherine Hamm

Research outputs 2014 to 2021

This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logics maintain binaries and hierarchical thinking. Zoo-logics are related to developmental, colonial, and Western ways of reasoning and being in the world. Two feminist approaches to ethics, (re)situating and dialoguing, are discussed and show how they are necessary for undermining binaries and …

‘I’M Trying To Tell You This Man Is Dangerous… And No One’S Listening’: Family Violence, Parent–School Engagement And School Complicity, Sue Saltmarsh, Eseta Tualaulelei, Kay Ayre

Research outputs 2014 to 2021

© 2020, The Author(s). This paper presents a case study of one mother’s experience of engaging with her children’s schools after leaving a long-term relationship characterised by years of family violence perpetrated by the children’s father. We interviewed Bernadette as part of an ongoing study of parents’ experiences of school engagement during family separation and divorce. Her family circumstances and the role the children’s schools played in that story merit consideration by educators, school leaders and education policy makers. Informed by theories of everyday cultural practices and sociological studies of gendered power relations in education, we argue that gender politics …

The Development Of Social–Emotional Skills In Pre-Primary Children: A Comparison Of Parent, Teacher And Combined Coaching Programs, Nichola Lucia Webb

Theses: Doctorates and Masters

The development of social–emotional skills is pivotal in generating positive outcomes for mental health and wellbeing throughout the childhood period and into later life (Hertzman, 2004; Moore, 2006; Sosna & Mastergeorge, 2005). While research has explored the effects of parent and teacher influences on young children’s social–emotional skills, most studies have either focussed on high-risk child populations, compared single influences with each other (e.g., parent versus teacher) or compared one combined group of influences with a control group. Few studies have directly compared the separate effects of parent, teacher and peer components to assess which are more successful in the …