Learning and Teaching in Early Childhood Pedagogies of Inquiry and Relationships

Authors

• Wendy Boyd, Southern Cross University, Australia

  Wendy Boyd is Associate Professor in Early Childhood Education at Southern Cross University, Australia. Wendy's research has focused on the provision of quality early childhood programs to support the optimal development of all children. This has cut across parents' views of early childhood programs; the effectiveness of the early childhood workforce; and the provision of sustainable practices in early childhood education and care. Prior to entering academia, Wendy was the director of a large early childhood centre for twenty-five years, catering for eighty children aged from six weeks to six years in long day care, and fifteen school-aged children in outside school hours care per day. At each assessment and rating point, the service was consistently assessed as providing high-quality early childhood education and care.

• Nicole Green, University of Southern Queensland

  Nicole Green is Senior Lecturer in Early Childhood at the University of Southern Queensland. Nicole chose a career in early childhood because of her grandmother's beautiful storytelling and the love she created with family, friends and the community. Nicole seeks to teach and research through narratives and relationships across early childhood contexts. Having worked in preschool, early primary and tertiary settings as a teacher and researcher in rural, regional and city locations in Queensland, New South Wales, Canada and Singapore, Nicole values her work as a curriculum inquirer. She is interested in everyday life in early learning environments and how curriculum is perceived, how curriculum is enacted, and how children, teachers and families experience curriculum.

• Jessie Jovanovic, Flinders University of South Australia

  Jessie Jovanovic is a preschool teacher with Gowrie South Australia, and former Senior Lecturer of Early Childhood Studies at Flinders University. Acknowledging the classed and gendered histories of the discipline, Jessie aims to work collaboratively with teaching and learning communities to explore critical pedagogies with an agentive, democratic-participation focus. Her interests include co-constructed documentation with young children, multimodal learning, the workplace worth and wellbeing of early childhood educators, and the mechanicians of integrated services delivery in the early years. Jessie is currently exploring connectivist thinking in her pedagogy, discovering how it shifts the creation, ownership and distribution of knowledge; and recognising ways that remote and online learning offer new forms of communication, connection, efficacy and access to grow.