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Infant Educators’ Reported Conceptions of, and Approaches to, Infant Language Development: How do They Relate to Educator Qualification Level?

Early childhood education journal, 2021-03, Vol.49 (2), p.259-271

2021

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A dynamic systems methodological approach to understanding the collaborative nature of joint attention in early childhood settings

Australasian journal of early childhood, 2022-12, Vol.47 (4), p.320-334

2022

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From birth to three: Exploring educators' understandings of agency

Australasian journal of early childhood, 2021-12, Vol.46 (4), p.322-334

2021

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Infant Educators' Use of Pedagogical Questioning: Relationships With the Context of Interaction and Educators' Qualifications

Early education and development, 2018-11, Vol.29 (8), p.1004-1018

2018

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'I belong here; I been coming a big time' : An exploration of belonging that includes the voice of children

Australasian journal of early childhood, 2017-12, Vol.42 (4), p.38-46

2017

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Mind-mindedness in infant child-care: Associations with early childhood practitioner sensitivity and stimulation

Early childhood research quarterly, 2012, Vol.27 (2), p.253-265

2012

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Infant-toddler educators' language support practices during snack-time

Australasian journal of early childhood, 2016-12, Vol.41 (4), p.52-62

2016

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Joint attention in infant-toddler early childhood programs: Its dynamics and potential for collaborative learning

Contemporary issues in early childhood, 2017-12, Vol.18 (4), p.409-421

Degotardi, Sheila

2017

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Educators' understandings of, and support for, infant peer relationships in early childhood settings

Journal of early childhood research : ECR, 2015-02, Vol.13 (1), p.64-78

2015

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'I belong here; I been coming a big time': An exploration of belonging that includes the voice of children

Australasian journal of early childhood, 2017-12, Vol.42 (4), p.38-46

2017

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Unpacking and unpicking the challenge of 600 hours of preschool attendance

Australasian journal of early childhood, 2024-03, Vol.49 (1), p.32-48

2024

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Using a multidisciplinary, multi-method and collaborative research design to investigate the health communication power of the early childhood sector

Australasian journal of early childhood, 2022-12, Vol.47 (4), p.245-259

2022

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‘Innovating’ to promote equity and inclusion in early childhood education: a framework for documenting localised pedagogical approaches

Pedagogy, culture & society, 2024-04, p.1-24

2024

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Parental knowledge and use of the National Quality Framework in their childcare decision making : Informed believers, informed dismissers and indifferent disregarders

Australasian journal of early childhood, 2017-12, Vol.42 (4), p.69-77

2017

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'More than 'more': quantity and quality of mathematical language used by educators in mealtimes with infants

International Journal of Early Years Education, 2022-10, Vol.30 (4), p.796-812

2022

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A dynamic systems approach to joint attention in an infant-toddler early childhood centre

Learning, culture and social interaction, 2022-02, Vol.32, p.100574, Article 100574

2022

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Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships

International journal of early years education, 2013-03, Vol.21 (1), p.4-21

2013

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A dynamic systems methodological approach to understanding the collaborative nature of joint attention in early childhood settings

Australasian journal of early childhood, 2022-12, Vol.47 (4), p.320-334

2022

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Quality of educator-infant conversational interactions among infants experiencing varying quantity of linguistic input

European early childhood education research journal, 2020-09, Vol.28 (5), p.743-757

2020

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Young Children's Language in Context

1, 2023

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Translanguaging practices in infant rooms: case studies of Chinese-Australian bilingual infant-educator interactions

International journal of bilingual education and bilingualism, 2024-09, Vol.27 (8), p.1021-1035

2024

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The language of friendship : genre in the conversations of preschool children

Journal of early childhood research : ECR, 2014-02, Vol.12 (1), p.20-34

2014

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High-quality interactions with infants: relationships with early-childhood practitioners' interpretations and qualification levels in play and routine contexts

International journal of early years education, 2010-03, Vol.18 (1), p.27-41

Degotardi, Sheila

2010

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Infant educators' beliefs about infant language development in long day care settings

Early years (London, England), 2019-01, Vol.39 (1), p.97-113

2019

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Who cares? Infant educators' responses to professional discourses of care

Early child development and care, 2015-12, Vol.185 (11-12), p.1733-1747

2015

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Infant Educators’ Reported Conceptions of, and Approaches to, Infant Language Development: How do They Relate to Educator Qualification Level?

A dynamic systems methodological approach to understanding the collaborative nature of joint attention in early childhood settings

From birth to three: Exploring educators' understandings of agency

Infant Educators' Use of Pedagogical Questioning: Relationships With the Context of Interaction and Educators' Qualifications

'I belong here; I been coming a big time' : An exploration of belonging that includes the voice of children

Mind-mindedness in infant child-care: Associations with early childhood practitioner sensitivity and stimulation

Infant-toddler educators' language support practices during snack-time

Joint attention in infant-toddler early childhood programs: Its dynamics and potential for collaborative learning

Educators' understandings of, and support for, infant peer relationships in early childhood settings

'I belong here; I been coming a big time': An exploration of belonging that includes the voice of children

Unpacking and unpicking the challenge of 600 hours of preschool attendance

Using a multidisciplinary, multi-method and collaborative research design to investigate the health communication power of the early childhood sector

‘Innovating’ to promote equity and inclusion in early childhood education: a framework for documenting localised pedagogical approaches

Parental knowledge and use of the National Quality Framework in their childcare decision making : Informed believers, informed dismissers and indifferent disregarders

'More than 'more': quantity and quality of mathematical language used by educators in mealtimes with infants

A dynamic systems approach to joint attention in an infant-toddler early childhood centre

Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships

A dynamic systems methodological approach to understanding the collaborative nature of joint attention in early childhood settings

Quality of educator-infant conversational interactions among infants experiencing varying quantity of linguistic input

Young Children's Language in Context

Translanguaging practices in infant rooms: case studies of Chinese-Australian bilingual infant-educator interactions

The language of friendship : genre in the conversations of preschool children

High-quality interactions with infants: relationships with early-childhood practitioners' interpretations and qualification levels in play and routine contexts

Infant educators' beliefs about infant language development in long day care settings

Who cares? Infant educators' responses to professional discourses of care

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