Supervision

Evelynn Jacob (MEd Project, Completed 2022)

Incorporating Digital Play into Scientific Inquiry

           Play and inquiry have been recognised as effective facets of learning science (Vartiainen et al., 2020). Several researchers have highlighted the importance of incorporating digital play into K-12 students’ science education (Edwards, 2013; Hartas, 2020; Johnston, 2021). As a result of the increase in online learning and technology use in classrooms, there is a significant need to develop effective interventions for digital play and science inquiry. The goal of this paper is to explore the role of digital play in science inquiry by giving an account of previous research initiatives on digital play and science education. The findings suggest that with the appropriate strategies used, digital play can improve students’ experience during inquiry-based science activities.

Melissa Probert-Gilhooly (MA Thesis, Defended 2023)

Stressors in Early Learning Environments and Their Impact on the Mental Health and Well-Being of Early Childhood Educators

          Early childhood educators (ECEs) are experts in early learning for young children. This study aimed to identify the stressors ECEs experience in the early learning sector and their impact on the mental health and well-being of ECEs. Using a mixed-methods approach, an online questionnaire was administered using Facebook to gather data on Google Forms. The findings revealed that many ECEs felt they did not have sufficient education or support to effectively cope with the stressors experienced. The results of this study indicate the need for enhanced education and support systems to promote the mental health and well-being of ECEs working in the early learning sector. 

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Ashley Hope (MA Thesis, Defended 2024)

Supporting Early Childhood Educators with Online Collaborative Professional Practice Discussions

          This study examines the digital competence and technology use of a small sample of Registered Early Childhood Educators (RECEs) in an attempt to gauge their readiness for fully online professional learning. A multi-phase mixed-methods approach was used to gather data on RECE digital practices. Findings suggest that fully online collaborative discussions meet RECEs' professional learning needs despite identified gaps in their digital awareness. Participant experiences highlight the importance of considering emotional intelligence, social interaction, technological awareness, and personal adaptability when designing fully online professional learning experiences for RECEs. The study positions fully online learning communities (FOLCs) as a solution to the logistical challenges of professional learning due to their ability to offer RECEs flexibility and continuous support. However, it is recommended that future investigations explore how FOLCs can support RECEs in completing their CPL portfolios to close the training and compensation gap in the sector. 

Hannah Atkinson (MEd Project, In Progress)

Digital Play-Based Serious Games: Interactive Digital Learning Objects to Support Professional Skills Development for Pre-Service Early Childhood Educators

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Angela Walsh (MA Thesis, In Progress)

The Use of Mobile Devices to Help Young Children Learn About Indigenous Perspectives Through Environmental Inquiry

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Jennifer Muchmaker (MA Thesis, In Progress)

Power Relations & Politics: An Analysis of Teacher Identity Formation

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Sara Hassan (MA Thesis, In Progress)

Stress and Power Dynamics in Kindergarten Team Teaching Practices

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Jordane Carvery (MA Thesis, In Progress)

Supporting the Social and Emotional Learning of Students in a Post-covid Era

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