Is play disappearing? Instances of no-play in children\u27s neighbourhoods: Implications for learning, development and curriculum

This paper presents data from the Irish Neighbourhood Play Study that explored children’s engagement in play. The data raises concerns around recorded instances of no-play in play environments. The instances of no-play were recorded during peak play time periods including weekend and afterschool hours. This data raises the critical question: Are today’s children being afforded sufficient time to play? Both the quality of opportunity to play and the quantity of time afforded to children to engage in play are important factors in children’s learning and development (Fisher, Hirsh-Pasek, Golinkoff, Singer & Berk, 2011; Whitebread, 2012). The data from the Irish Neighbourhood Play Study indicates that children may not be spending enough time playing in their neighbourhoods. In discussing the data, this paper evolves to explore the thesis that schools should attend to this absence of play by providing play-based education. A justification for play-based approaches within the school experience is underpinned by an evidence-based defense of the centrality of play within children’s academic and holistic development

Child\u27s play the developmental benefits of the play choices of modern children: Implications for school curricula

This paper presents data from the Irish Neighbourhood Play Study. The Irish Neighbourhood Play Study explored the play choices of children from 0 to 15 years of age. This paper reports the findings on the play choices of children and these are presented alongside the levels of engagement within each play type. Construction Play, Motor Play, Fantasy (Imaginative) Play and Social Play are all applied as broad categories with detailed data presented that drills down into what elements of play children are choosing within each category. The developmental benefits of each play type are then explored and discussed. These findings are viewed through an educational lens and contextualised within a curricular context. The critical questions arising from the findings concern the developmental benefits inherent to the types of play children choose for themselves and how these developmental benefits translate to the school context. This paper discusses these critical questions and suggests possible implications for school curricula when adopting play-based approaches

Educator identities. Emerging issues within personal and professional identities: Changes experienced by Australian pre-service teachers following professional exposure to educational practice within childcare settings

This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of pre-service teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the childcare sector. Thematic analysis of the data produced several key concepts that illuminated issues of identity conflict across the care and education divide. This paper makes a necessary contribution to the current research context where research on perspectives of teacher-educators within childcare is limited. It is particularly pertinent in the context of Australia’s implementation of the policy requiring a qualified teacher to be employed within childcare settings from 2014 onwards

Shall we play us and them or all together now? Leadership opportunities for cohesiveness and unity within a fractured Western Australian Early Childhood Education Sector

This paper presents the qualitative and quantitative findings of a research project that examines the perceptions and expectations held by pre-service teachers regarding the Childcare sector. It presents the experience based position of a group of pre-service teachers both before and after their exposure to practice within Childcare following a ten week practicum. It offers a contribution to the evolving body of research relevant to a recent Government decision that requires the employment of qualified teachers in all Childcare Services by 2014. This decision came about as a response to the 2006 report by the Organisation of Economic Cooperation and Development (OECD), Starting Strong II, which stated the need for Australia to improve consistency and quality in their early years education sector. A mixed methods approach was employed. Thirty students in their third year of a four year teaching degree at The University of Notre Dame, Australia were surveyed and interviewed before and after embarking on a ten week practicum within the Childcare sector. The data gathered in this study provides a platform for the papers comparative discussion on their pre and post perceptions and expectations of the Childcare sector. Both data sets reveal interesting findings in relation to the impact of exposure to Childcare practice on pre-service teacher’s perceptions of Childcare. The qualitative data also sheds lights on the way in which their perspectives changed, and the reasons for the changes. A key finding was the sense of separation that the pre-service teachers felt. As educators that would soon be qualified teachers, they experienced a distinct sense of being outsiders within Childcare. They felt that the policy requiring the employment of a qualified teacher within Childcare was resented by those who have devoted their careers to the Childcare sector to date. This resentment manifested itself in many varied ways, some more negative than others. The overwhelming feeling that the resentment was not being managed well by leaders within the sector was also keenly felt. This leads us to the inevitable question of how greater cohesiveness and unity can be brought to a Childcare sector that includes qualified teachers. Such cohesiveness is essential for harmony within individual centres. However, more importantly, such harmony is essential in the lives of the young children whom they serve

We are all educators...or are we? Changes in perceptions of the childcare sector by Australian pre-Service teachers following professional exposure to educational practice within childcare settings

This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of pre-service teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the Childcare Sector. It offers a contribution to the developing body of research relevant to the Australian Government policy that requires qualified teachers to be employed in Childcare Services by 2014. This policy evolved as a response to the 2006 report by the Organisation of Economic Cooperation and Development (OECD), Starting Strong II, which clearly illustrated the need for Australia to make changes within the early childhood sector to improve consistency and quality in the early years. Pre-Service Teachers in their third year of a four year teaching degree at The University of Notre Dame, Australia were interviewed before and after embarking on a ten week practicum within the childcare sector. Thematic analysis of the data produced several key concepts that illuminated issues of identity conflict across the care and education divide. The data gathered in this study provides a platform for the paper’s comparative discussion on their pre and post perceptions and expectations of the Childcare sector. Both data sets reveal interesting findings in relation to the impact of exposure to childcare practice on pre-service teacher’s perceptions of childcare. The qualitative data also sheds lights on the way in which their perspectives changed, and the reasons for the changes. Identity issues were identified within each phase of the data. Issues pertaining to identity feature strongly within the findings of the study. Individual pre-service teachers experienced wildly different emotions during their Childcare practicums. Where there was harmony, their perception of Childcare Workers as educators was very strong. Conversely, where conflict or tension formed part of the experience, the discourse on the educational identity of Childcare Workers was markedly different. The data exposes an evolving identity crisis within the sector. Between educators who care and carers who educate there lies a tale of division within our Early Childhood Community. The authors analyse this finding through the lens of professional identity and argue for the need for unity within the sector. Unity in mutual respect for the contribution of the other within a paradigm of holism and educare is vital. Divisions across identity lines weaken the sector as a collective whole and prevent the emergence of opportunities for all involved to work collaboratively to develop a better deal for Australia’s children. This paper makes a necessary contribution to the current research context where research on perspectives of teacher-educators within Childcare is limited. It is particularly pertinent in the context of Australia’s implementation of the policy requiring a qualified teacher to be employed within childcare settings from 2014 onwards

Teachers who care and carers who educate. Professional status issues and differences in pay and conditions are resulting in a tale of division within our Early Childhood Community

This paper presents the findings of a research project that investigated the views of a group of pre-service teachers both before and after their exposure to practice within professional Childcare. A mixed methods approach was employed. Thirty students in their third year of a four year teaching degree at The University of Notre Dame, Australia were surveyed and interviewed before and after embarking on a ten week practicum within the Childcare sector. A key finding of the study was that there is currently great division within the Western Australian Early Childhood Education sector. This division has arisen following a recent Government policy decision that requires qualified teachers to be employed in Childcare Services by 2014. However, the current lead educators within these care based settings are resentful of the implication that qualified teachers are needed to improve consistency and quality in the early years. This resentment coupled with the lower levels of pay and conditions within Childcare settings in comparison to schools serves to make Childcare an unattractive prospect for qualified teachers. However, when the reasons for the resentment are explored, they expose an inequity of status that challenges the identity of those on both sides of the divide within what should be a community… a community of educators with the shared goal of supporting the holistic education of Western Australia’s youngest children. This paper makes a necessary contribution to the current research context where research on perspectives of teacher-educators within Childcare is limited. It is particularly pertinent in the context of the implementation of the policy requiring a qualified teacher to be employed within Childcare settings from 2014 onwards. The central message of the research is that this community needs healing and support in order to move beyond the power struggle to be free to educate children within their related and equally important spheres of expertise

Play-based learning in Western Australian schools: Contributing to the process from policy to practice

The role of play within Western Australian (WA) schools has been the subject of much debate since the publication, in 2016, of The Early Childhood Australia (ECA) Discussion Paper which called for a WA Play Strategy in Early Childhood Education and Care (ECEC). The Discussion Paper was the result of a 2013 consultation of ECA’s WA based members. The members identified a noteworthy limitation to the opportunities that young children in WA have to play and that these opportunities are diminishing. Other significant organisations active within ECEC policy and practice in WA, including family, child and educator representation groups, publically agreed with this ascertain (Hesterman, Targowska & Howitt 2016). ECA agreed to advocate for play through the creation of a WA Play Strategy Initiative. Since the publication of the Discussion Paper in 2016, there have been further significant developments

Who am I in the eyes of the world? A comparative study of Pre-Service Teachers\u27 perceptions of Early Childhood Educators\u27 professional status in their community. Australian and American perspectives

This research provides an insight into the perceptions held by pre-service teachers on the professional status of early childhood educators in their community. As a comparative study, it presents results from both Australian and American perspectives. It is the first research of its kind in studying pre-service teachers’ perceptions of ECEC teacher’s status in relation to the Australian context or in comparing perspectives from Australia and the USA. The paper illuminates on two main points. It presents findings on multiple level pre-service teachers’ perceptions of early childhood educators’ professional status in their community and also examines how the perceptions gathered from pre-service teachers in Australia compare to those from America, opening the field for cultural and policial analysis and discourse. This study’s significance is deepened within the Australian political landscape as it comes at a time when the Early Childhood Education and Care sector has implemented a new quality framework which prioritises teaching qualifications. The comparative aspect of the study thereby provides rich opportunity for cross cultural analysis in relation to how Early Childhood Educators are viewed within their own broader educational community membership

Intravesical rAd-IFNα/Syn3 for Patients With High-Grade, Bacillus Calmette-Guerin-Refractory or Relapsed Non-Muscle-Invasive Bladder Cancer: A Phase II Randomized Study.

Purpose Many patients with high-risk non-muscle-invasive bladder cancer (NMIBC) are either refractory to bacillus Calmette-Guerin (BCG) treatment or may experience disease relapse. We assessed the efficacy and safety of recombinant adenovirus interferon alfa with Syn3 (rAd-IFNα/Syn3), a replication-deficient recombinant adenovirus gene transfer vector, for patients with high-grade (HG) BCG-refractory or relapsed NMIBC. Methods In this open-label, multicenter (n = 13), parallel-arm, phase II study ( ClinicalTrials.gov identifier: NCT01687244), 43 patients with HG BCG-refractory or relapsed NMIBC received intravesical rAd-IFNα/Syn3 (randomly assigned 1:1 to 1 × 10(11) viral particles (vp)/mL or 3 × 10(11) vp/mL). Patients who responded at months 3, 6, and 9 were retreated at months 4, 7, and 10. The primary end point was 12-month HG recurrence-free survival (RFS). All patients who received at least one dose were included in efficacy and safety analyses. Results Forty patients received rAd-IFNα/Syn3 (1 × 10(11) vp/mL, n = 21; 3 × 10(11) vp/mL, n = 19) between November 5, 2012, and April 8, 2015. Fourteen patients (35.0%; 90% CI, 22.6% to 49.2%) remained free of HG recurrence 12 months after initial treatment. Comparable 12-month HG RFS was noted for both doses. Of these 14 patients, two experienced recurrence at 21 and 28 months, respectively, after treatment initiation, and one died as a result of an upper tract tumor at 17 months without a recurrence. rAd-IFNα/Syn3 was well tolerated; no grade four or five adverse events (AEs) occurred, and no patient discontinued treatment because of an adverse event. The most frequently reported drug-related AEs were micturition urgency (n = 16; 40%), dysuria (n = 16; 40%), fatigue (n = 13; 32.5%), pollakiuria (n = 11; 28%), and hematuria and nocturia (n = 10 each; 25%). Conclusion rAd-IFNα/Syn3 was well tolerated. It demonstrated promising efficacy for patients with HG NMIBC after BCG therapy who were unable or unwilling to undergo radical cystectomy