Fay Hadley
Biographic Data
| ID | 240434 |
|---|---|
| NAME | Fay Hadley |
| GIVEN NAMES | Fay |
| FAMILY NAME | Hadley |
| SIGNATURE | HADLEY F |
| AFFILIATIONS | Macquarie University |
| ORCID | 0000-0002-1766-7309 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
From Conversation to Connection
This paper challenges dominant paradigms of parent partnerships in early childhood education, critiquing the tendency to instrumentalise these relationships as mechanisms for improving children’s outcomes to ensure their contribution to society in the future. While children’s outcomes are undeniably important, framing partnerships solely through this lens risks undermining authentic engagement with parents, particularly when they feel judged for …
Supporting the cultural connections of children from culturally diverse backgrounds in out-of-home care
Online survey data integrity
A notable and growing risk in online research is fraudulent respondent activity using artificial intelligence. Given that researchers often rely on anonymous recruitment methods to reach hidden and diverse populations, it is essential to develop contextualised anti-bot protocols sensitive to research scale, topic and population, allowing sufficient data to be collected while detecting bot activity and safeguarding data integrity. This paper repor…
Chinese parents’ perceptions of including same-sex families in early childhood settings in Australia
The Right to Cultural Connection for Children in Out‐of‐Home Care
Development of cultural identity is understood to be central to well‐being; however, it is not always prioritised for children in out‐of‐home care (OOHC). This paper examines current policy and practice designed to support the cultural identity and connection of non‐Indigenous culturally and linguistically diverse children (CALD) in OOHC, who make up approximately 14% of children in care. These are children who have migrated to Australia or have …
The quest for continuous quality improvement in Australian long day care services
The National Quality Framework (NQF) was intended to drive continuous improvement in education and care services in Australia. Ten years into implementation, the effectiveness of the NQF is demonstrated by steady improvements in quality as measured against the National Quality Standard (NQS). The process of assessing and rating services is a key element in the NQF, drawing together regulatory compliance and quality assurance. This paper draws on …
Engaging stakeholders to inform policy developments in early childhood education and outside school hours care
The application of engagement strategies to ensure democracy of decisions is increasingly valued and adopted by governments to ensure trust in the process and ownership of the outcome. This paper describes the approach and methods used to engage early childhood education and care (ECEC) and outside school hours care (OSHC) stakeholders in the contemporizing and updating of Australia’s national Approved Learning Frameworks (ALFs): Belonging, Being…
A Follow-Up Study of an Early Childhood Mentoring Program
Government funded mentoring programs are one strategy to address the supply crisis of early childhood teachers (ECTs) in Australia. There is little or no published research on the long-term impacts of these programs. This paper presents the findings of an evaluation survey completed 18 months after the mentoring program finished, covering the perspectives of experienced ECTs (mentors) and beginning ECTs (mentees). The participants (N = 39) report…
Structures and systems influencing quality improvement in Australian early childhood education and care centres
Innovative Cultural Care for Culturally and Linguistically Diverse Children in Out-of-Home Care
Within the Australian context, we argue there is limited research to guide practice on supporting cultural connections for non-Indigenous children from culturally and linguistically diverse backgrounds in out-of-home care. Based on practice wisdom and international research evidence, a compiled case study demonstrates how a set of practices can work together. These key practices are respectfully engaging the children's family members in cultural …
Do children have a right to do nothing? Exploring the place of passive leisure in Australian school age care
In 2021, the Australian Government commissioned a review and update of My Time Our Place, its curriculum framework for School-Age Care services for primary-age children. One update trialled was the introduction of passive leisure. Whilst children's passive use of leisure time is recognised as a right, it is often problematised and associated with negative health outcomes. This article explores a trial of passive leisure provision. It provides hop…
Mapping the leap
Introduction Australia’s National Quality Standard (NQS) outlines the criteria to assess the quality of early childhood services. A four-point rating scale: (i) Exceeding NQS; (ii) Meeting NQS; (iii) Working Toward NQS; and (iv) Significant Improvement Required is applied to services following a regular assessment and rating process. Settings rated as Working Toward are reassessed within 12 months. Most settings achieved a one-step improvement in…
Conceptualising the education and care workforce from the perspective of children and young people
Children are significant stakeholders within education and care settings. Their views can be invaluable in thinking about what matters to conceptualising, assessing and improving quality in Early Childhood Education and Care (ECEC) and Outside School Hours Care (OSHC) settings. As stakeholders, children’s views are rarely listened to by Australian policy makers to assess what constitutes quality and how the quality can be improved. In the process…
Protocol for a mixed-methods investigation of quality improvement in early childhood education and care in Australia
International recognition of the early years as a crucial foundational period has led to the design and implementation of quality rating and improvement systems (QRIS) that define, communicate, and monitor the components of quality in early childhood education and care (ECEC). The aim of these policies is to achieve effective quality assurance and improvement through a system-oriented approach to assessment and evaluation. Informed by ecological …
Behaviour as Communication
The words “behaviour” and “resistance” often conjure up fear-invoking images that prevent us from reflecting on what it is that we, as educators, understand behaviour to mean. In this article, we use resistance theory to rethink behaviour as communication by counter-storying one observation of resistance involving children and teachers in India. Offering parallel interpretations of this experience, we unpack how resistance as “dignity work” requi…
Practitioner and foster carer perceptions of the support needs of young parents in and exiting out-of-home care
This is a Learning Opportunity”
Recent research indicates that museums hold great potential for children’s engagement and learning. To date, most research has either focused on school-aged children or young children’s independent learning engagement and, as a result, little research has investigated how museum spaces may foster and enhance the interactive learning of families with prior-to-school-age children. The current study sought to investigate which features of museum spa…
Do children have a right to do nothing? Exploring the place of passive leisure in Australian school age care
In 2021, the Australian Government commissioned a review and update of My Time Our Place, its curriculum framework for School-Age Care services for primary-age children. One update trialled was the introduction of passive leisure. Whilst children's passive use of leisure time is recognised as a right, it is often problematised and associated with negative health outcomes. This article explores a trial of passive leisure provision. It provides hop…
The Right to Cultural Connection for Children in Out‐of‐Home Care
Development of cultural identity is understood to be central to well‐being; however, it is not always prioritised for children in out‐of‐home care (OOHC). This paper examines current policy and practice designed to support the cultural identity and connection of non‐Indigenous culturally and linguistically diverse children (CALD) in OOHC, who make up approximately 14% of children in care. These are children who have migrated to Australia or have …
Innovative Cultural Care for Culturally and Linguistically Diverse Children in Out-of-Home Care
Within the Australian context, we argue there is limited research to guide practice on supporting cultural connections for non-Indigenous children from culturally and linguistically diverse backgrounds in out-of-home care. Based on practice wisdom and international research evidence, a compiled case study demonstrates how a set of practices can work together. These key practices are respectfully engaging the children's family members in cultural …
This is a Learning Opportunity”
Recent research indicates that museums hold great potential for children’s engagement and learning. To date, most research has either focused on school-aged children or young children’s independent learning engagement and, as a result, little research has investigated how museum spaces may foster and enhance the interactive learning of families with prior-to-school-age children. The current study sought to investigate which features of museum spa…
Practitioner and foster carer perceptions of the support needs of young parents in and exiting out-of-home care
Behaviour as Communication
The words “behaviour” and “resistance” often conjure up fear-invoking images that prevent us from reflecting on what it is that we, as educators, understand behaviour to mean. In this article, we use resistance theory to rethink behaviour as communication by counter-storying one observation of resistance involving children and teachers in India. Offering parallel interpretations of this experience, we unpack how resistance as “dignity work” requi…
Mapping the leap
Introduction Australia’s National Quality Standard (NQS) outlines the criteria to assess the quality of early childhood services. A four-point rating scale: (i) Exceeding NQS; (ii) Meeting NQS; (iii) Working Toward NQS; and (iv) Significant Improvement Required is applied to services following a regular assessment and rating process. Settings rated as Working Toward are reassessed within 12 months. Most settings achieved a one-step improvement in…
Conceptualising the education and care workforce from the perspective of children and young people
Children are significant stakeholders within education and care settings. Their views can be invaluable in thinking about what matters to conceptualising, assessing and improving quality in Early Childhood Education and Care (ECEC) and Outside School Hours Care (OSHC) settings. As stakeholders, children’s views are rarely listened to by Australian policy makers to assess what constitutes quality and how the quality can be improved. In the process…
Protocol for a mixed-methods investigation of quality improvement in early childhood education and care in Australia
International recognition of the early years as a crucial foundational period has led to the design and implementation of quality rating and improvement systems (QRIS) that define, communicate, and monitor the components of quality in early childhood education and care (ECEC). The aim of these policies is to achieve effective quality assurance and improvement through a system-oriented approach to assessment and evaluation. Informed by ecological …
The quest for continuous quality improvement in Australian long day care services
The National Quality Framework (NQF) was intended to drive continuous improvement in education and care services in Australia. Ten years into implementation, the effectiveness of the NQF is demonstrated by steady improvements in quality as measured against the National Quality Standard (NQS). The process of assessing and rating services is a key element in the NQF, drawing together regulatory compliance and quality assurance. This paper draws on …
Engaging stakeholders to inform policy developments in early childhood education and outside school hours care
The application of engagement strategies to ensure democracy of decisions is increasingly valued and adopted by governments to ensure trust in the process and ownership of the outcome. This paper describes the approach and methods used to engage early childhood education and care (ECEC) and outside school hours care (OSHC) stakeholders in the contemporizing and updating of Australia’s national Approved Learning Frameworks (ALFs): Belonging, Being…
A Follow-Up Study of an Early Childhood Mentoring Program
Government funded mentoring programs are one strategy to address the supply crisis of early childhood teachers (ECTs) in Australia. There is little or no published research on the long-term impacts of these programs. This paper presents the findings of an evaluation survey completed 18 months after the mentoring program finished, covering the perspectives of experienced ECTs (mentors) and beginning ECTs (mentees). The participants (N = 39) report…
Structures and systems influencing quality improvement in Australian early childhood education and care centres
Innovative Cultural Care for Culturally and Linguistically Diverse Children in Out-of-Home Care
Within the Australian context, we argue there is limited research to guide practice on supporting cultural connections for non-Indigenous children from culturally and linguistically diverse backgrounds in out-of-home care. Based on practice wisdom and international research evidence, a compiled case study demonstrates how a set of practices can work together. These key practices are respectfully engaging the children's family members in cultural …
Do children have a right to do nothing? Exploring the place of passive leisure in Australian school age care
In 2021, the Australian Government commissioned a review and update of My Time Our Place, its curriculum framework for School-Age Care services for primary-age children. One update trialled was the introduction of passive leisure. Whilst children's passive use of leisure time is recognised as a right, it is often problematised and associated with negative health outcomes. This article explores a trial of passive leisure provision. It provides hop…
Chinese parents’ perceptions of including same-sex families in early childhood settings in Australia
The Right to Cultural Connection for Children in Out‐of‐Home Care
Development of cultural identity is understood to be central to well‐being; however, it is not always prioritised for children in out‐of‐home care (OOHC). This paper examines current policy and practice designed to support the cultural identity and connection of non‐Indigenous culturally and linguistically diverse children (CALD) in OOHC, who make up approximately 14% of children in care. These are children who have migrated to Australia or have …
From Conversation to Connection
This paper challenges dominant paradigms of parent partnerships in early childhood education, critiquing the tendency to instrumentalise these relationships as mechanisms for improving children’s outcomes to ensure their contribution to society in the future. While children’s outcomes are undeniably important, framing partnerships solely through this lens risks undermining authentic engagement with parents, particularly when they feel judged for …
Supporting the cultural connections of children from culturally diverse backgrounds in out-of-home care
Online survey data integrity
A notable and growing risk in online research is fraudulent respondent activity using artificial intelligence. Given that researchers often rely on anonymous recruitment methods to reach hidden and diverse populations, it is essential to develop contextualised anti-bot protocols sensitive to research scale, topic and population, allowing sufficient data to be collected while detecting bot activity and safeguarding data integrity. This paper repor…
Psychology (11 works) · Early Childhood Education and Development (8 works) · Pedagogy (8 works) · Medicine (6 works) · Political science (6 works) · Business (5 works) · Children's Rights and Participation (5 works) · Computer Science (5 works) · Early childhood education (5 works) · Marketing (5 works)