https://nova.newcastle.edu.au/vital/access/ /manager/Index en-au 5 https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:31549 Wed 27 Apr 2022 14:48:08 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:47706 with rather than about educators. This paper reports findings from a collaborative Australian practitioner research project focused on building capacity in educators' research abilities, pedagogical knowledge and classroom practices. Four EC centres engaged in action research projects intended to investigate self-identified aspects of their practice under the mentorship of University Research Mentors (URMs). A sociocultural methodology underpinned the approach that supported educators to work with others, moving their knowledge forward within their cultural context. Practitioner researchers reported that the model was sustainable because their self-selected research was meaningful and relevant and they grew to feel more professional. We argue that practitioner research provides an alternative to traditional research where external researchers decide on the research focus, collect their data and leave. We draw attention to the need for policy-makers to recognise and value the contributions educators are capable of making by researching and changing their own practice in collaboration with experienced academics.]]> Wed 25 Jan 2023 10:41:50 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:42539 Wed 24 Aug 2022 16:11:25 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:13630 Wed 11 Apr 2018 13:20:23 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:17151 Wed 11 Apr 2018 10:54:56 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:47635 Tue 24 Jan 2023 14:23:52 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:20975 Sat 24 Mar 2018 07:54:19 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:30501 Early Years Learning Framework adopts a play-based approach to children's growth and development, though says little about adult roles or intentionality in play. This paper draws from recent research that explored educators' beliefs and understandings in their roles as intentional teachers within indoor and outdoor learning environments. Findings highlighted differences between role and responsibility perceptions whereby educators shifted roles from teacher to supervisor between contexts. Drawing on Vygotsky's sociocultural approach that regards play as a social event and the leading source of development, promoting cognitive, emotional and social development in young children (Connery, John-Steiner & Marjanovic-Shane, 2010), we believe that a re-examination of the role of the educator in children's play requires specific attention. Finally, based on the research, we contest the notion of 'free play'. This paper suggests that by acknowledging the role of the educator as an intentional teacher both indoors and outdoors, and emphasising the complexity of the educator role, a more robust definition of play that is reflective of contemporary early childhood context and curricula can evolve to strengthen educator understand and practice.]]> Sat 24 Mar 2018 07:26:45 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:23256 Sat 24 Mar 2018 07:17:00 AEDT ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:50632 Mon 31 Jul 2023 15:52:45 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:35380 Mon 22 Jul 2019 15:39:24 AEST ]]> https://nova.newcastle.edu.au/vital/access/ /manager/Repository/uon:40700 Mon 08 Aug 2022 10:16:38 AEST ]]>