Contemporary perspectives of the child in action: An investigation into children’s connectedness with, and contribution to, the world around them

Childcare within Australia has undergone significant reform as a result of the implementation of the nationally mandated Belonging, Being and Becoming: The Early Years Learning Framework [EYLF] (Department for Education, Employment and Workplace Relations [DEEWR]. 2009. Belonging, Being and Becoming. The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workplace Relations). The EYLF articulates contemporary perspectives of the child through its principles, practices and learning outcomes. Educators are required to promote these principles, practices and learning outcomes with children aged from birth to 5 years. This paper reports the findings from a research project that sought to investigate how educators applied their understanding of learning outcome two of the EYLF (children are connected with and contribute to their world). The focus of this research was educators working with children aged two to three years within childcare centres operating on school sites, in metropolitan Western Australian. The research design was qualitative and situated within the interpretivist paradigm. Observations were used as the method for gathering data and these were analysed through a process of coding. This paper presents the observational findings of educators’ practices within learning outcome two. Composite vignettes from the voice of the child are included to present the observational findings. In centralising the voice of the child, contemporary perspectives are made explicit

Looking within to build strong foundations of personhood: The importance of Early Years Teacher’s Reflective Practice in the formation of a positive sense of identity in the children they work with

A collaborative research project between the Schools of Education at the University of Notre Dame Australia and the University of Western Australia has produced data that looks at how the Australian Early Years Framework is experienced in practice within Schools that deliver programmes for two year old children in the Perth Metropolitan area of Western Australia. The data of this project was analysed and prepared for academic journal publication using the very themes upon which the AEYLF is built; Identity, Connection to the world, Wellbeing, Confident Learning and Effective Communication. Papers presenting the data within these themes are a central outcome of the collaboration and are currently in progress. The paper which deals with the issue of identity formation within the two year old participants leaves the question of the importance of reflective practice wide open for debate and analysis. As such, this additional paper examines the relationship between a teacher’s reflective practice and the formation of a positive sense of self-identity in the toddlers they work with. The concept of identity formation and the pertinent role of the teacher are examined. The importance of reflective practice in establishing both the teacher’s awareness of identity formation, and their attentiveness to their own role within the very nuanced variations of it that can unfold for children, as they develop a sense of self in partnership with the influential adults in their lives. The teacher’s role is critical within this exchange and their engagement with reflective practice is essential to ensure the most positive outcomes for the children they work with

Characterization of AGN from the XMM–Newton Slew Survey

We present optical spectroscopy of candidate active galactic nuclei (AGN) pinpointed by a Swift follow-up campaign on unidentified transients in the XMM-Newton Slew Survey, increasing the completeness of the identifications of AGN in the Survey. Our Swift follow-up campaign identified 17 X-ray Telescope-detected candidate AGN, of which 9 were selected for optical follow-up and a further two were confirmed as AGN elsewhere. Using data obtained at the William Herschel Telescope, Very Large Telescope and New Technology Telescope, we find AGN features in seven of the candidates. We classify six as Seyfert types 1.0-1.5, with broad-line region velocities spanning 2000-12000 km s-1, and identify one as a possible type II AGN, consistent with the lack of a soft band X-ray detection in the Slew Survey. The virial black hole mass estimates for the sample lie between 1 × 108 and 3 × 109 M☉, with one source likely emitting close to its Eddington rate, LBol/LEdd ~ 0.9. We find a wide redshift range 0.08 < z < 0.9 for the nine now confirmed AGN drawn from the unidentified Slew Survey sample. One source remaining unclassified shows outbursts rarely seen before in AGN. We conclude that AGN discovered in this way are consistent with the largely non-varying, Slew-selected, known AGN population. We also find parallels with XMM-Newton Bright Serendipitous Survey AGN selected from pointed observations, and postulate that shallow X-ray surveys select AGN drawn from the same populations that have been characterized in deeper X-ray-selected samples