Supervision

Supervisor

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.

Co-Supervisor

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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Supervisory Committee Member

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.

Supervisor

Hannah Atkinson (MEd Project, Completed 2024)

Designing Digital Learning Objects for Early Childhood Educators to

Support their Professional Practice

The aim of this project was to explore and create innovative digital learning solutions to support the development of early childhood educators’ professional skills. Research has indicated that a lack of professional development and the struggle to meaningfully integrate digital technologies has resulted in challenging knowledge gaps for ECEs. Three digital learning objects (DLOs) are presented as a solution to these challenges. The areas of focus for the DLOs were chosen through personal experiences and interest: noticing skills within the learning environment, understanding and applying the Antecedent-Behaviour-Consequence model for

observing children’s behaviours, and being cognizant and responsive to equity, diversity,

and inclusion. This paper examines previous definitions of learning objects and DLOs

before providing an updated working definition. The need for innovative digital learning solutions is then explored in relation to integrating digital technologies into early childhood educational practice. This is followed by a brief literature review that covers impactful research about DLOs and constructing learning. Next, the designs for each of

the three DLOs are explored, detailing their type, purpose, and learning value. Lastly, it probes into possibilities for future research and alternative graduate projects, suggesting DLOs and other innovative projects could begin to bridge the gap between theory and practice regarding meaningfully incorporating digital technologies into ECE practices.

Co-Supervisor

Angela Walsh (MA Thesis, Defended 2024)

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

Technology is part of everyday life for many young children in Canada, and the use of technology in early childhood education has been progressing. This research explores how mobile devices can support young children in learning about Indigenous perspectives through environmental inquiry. Learning about Indigenous perspectives is an ongoing effort towards truth and reconciliation in Canada. Early childhood educators (ECEs) can gain confidence in planning and implementing teaching practices related to Indigenous content when they understand how to teach about Indigenous perspectives. A case study design was used to investigate ECEs’ perceptions of mobile device use in early childhood education. Semi-structured interviews were used to gather information from the seven ECEs who took part in this study. The findings revealed meaningful experiences and barriers for integrating mobile devices in early learning. This research contributes to a new space in early childhood education, with technology, Indigenous perspectives, and environmental inquiry being considered collectively as a teaching approach.