Lucy Kervin
Biographic Data
| ID | 284839 |
|---|---|
| NAME | Lucy Kervin |
| GIVEN NAMES | Lucy |
| FAMILY NAME | Kervin |
| SIGNATURE | KERVIN L |
| AFFILIATIONS | University of Wollongong |
| ORCID | 0000-0002-5433-7587 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Digital Platforms and Relational Practice
This study employed netnography across two early childhood education services that used the Storypark platform to explore how educator-family relationships are enacted through digital communication. Although Storypark is designed to foster collaboration and partnerships, this study indicates that its affordances do not consistently translate into practice. Analysis of digital posts and family interviews revealed that educators primarily used the …
More than minutes
Children’s screentime is commonly viewed as passive and problematic. Current focus on reducing the time children spend using digital technologies has meant screentime is quantified often at the expense of considering the quality of children’s digital interactions. These ‘clocking’ practices tend to overlook the potential for children’s digital play to foster movement and relationships with others. Building upon childhood scholarship that has sugg…
Examining teachers’ navigation of their professional identities in flexible learning spaces
Whilst teachers’ work is always complex, ongoing global change has generated new educational challenges related to perceptions about contemporary learners’ needs. Prominent in current discourse is the push for classrooms as flexible learning spaces. Professional Identity theory offers scope to understand the ways teachers respond to internal and external influences that shape and define their beliefs about these dynamic and socially constructed s…
A framework for characterising and capturing the quality of digital interactions and experiences in early childhood education
Understanding what constitutes quality in digital interactions within Early Childhood Education and Care (ECEC) settings has become paramount in an increasingly technology‐enabled world. This imperative has grown, with diverse ingrained positions about the role of digital technology in ECEC, and limited evidence and guidance to support beneficial educator use with young children. This study introduces a Digital Interactions Quality (DigIQ) framew…
Longitudinal reflections on family caregiving experiences
Intergenerational Learning
The Flame Tree teachings unfolded a culturally grounded journey that transformed the removal of a tree deemed unsafe into an exploration of intergenerational connection, storytelling, and reciprocity. By moving beyond institutional compliance, the project nourished a collaboration between Indigenous and Western knowledge systems. Situated within scholarship on Indigenous methodologies, more-than-human geographies, and Country-centered approaches,…
Children’s digital experiences
There is little guidance for parents on how to support children during co-use, co-viewing, and co-playing with digital technologies. Given the critical role of the home learning environment and the widespread use of digital technologies in children’s homes, it is essential to gain a deeper understanding of current interaction patterns during digital technology use to inform relevant guidance and support for families. This scoping review overviews…
Where water speaks and birds watch
This paper explores how outdoor museum environments, particularly those grounded in living relationships with Country, can act as co-educators in children's learning and development. Drawing on qualitative data from family focus groups at the University of Wollongong, located on Saltwater Wadi Wadi Country, the research examines how elements such as water, trees, birds, mist, and open space shape children's embodied, emotional, and relational exp…
Effects of Persuasive App Design and Self‐Regulation on Young Children’s Digital Disengagement
Despite the vast array of app choices available to children and evidence of a high prevalence of persuasive design features (e.g., rewards, character pressure, and aesthetic manipulation) within these apps, little is known about how, and to what extent, these design elements influence children’s digital app play. The current study investigated the effects of app persuasive design and children’s self‐regulation, and their interaction, on children’…
Looking more closely at the Children’s Technology Play Space
This paper shares an account of our wonderings, happenings, and learnings emerging from encounters between children, iPads, digital microscopes and found natural materials (and bugs!) in a series of workshops at a children’s museum. Our intention is to build on and disrupt established theories about children’s museums by thinking differently and creatively about new ways of seeing, knowing, and understanding children’s literate practices in these…
Curating childhood—literacy, play, and meaning-making in museum spaces
Teacher produced video tours of classrooms
Australian literacy classrooms are shaped by an unprecedented time of national curriculum reform. Australian teachers follow a national English curriculum with the pressures of national standardised assessment, state interpretation (state-based syllabus and support documents) and localised system requirements influencing their pedagogical practices. It is timely to consider how teachers recontextualise these external pressures in their teaching o…
The pleasure and power of playful problem solving through storytelling
Purpose Being “literate” is well established as key to active civic participation, right from the earliest years of life. Young children’s natural curiosity and motivation to understand the world and their places within it through playful explorations offers rich opportunities for learning. Reported here are findings from a STEAM (science, technology, engineering, the arts and mathematics) project drawing on problem solving, inquiry and reflectio…
Virtual Intergenerational Playgroups
Traditionally a medium for social connectedness between parents and their children, playgroups have been reimagined to include older people.Intergenerational playgroups (IGPs) bring together participants that span across generations, facilitating interactions that promote self-esteem for older people and transgenerational learning for children.In response to challenges to well-being from social isolation experienced by elders, and exacerbated by …
Exploring Young Children's Research Practices as They Engage as Research Partners
While gathering young children's insights and perspectives in any area of research is complex, there is increasing recognition of the need to elevate children's voices to build shared understandings about what matters, and in the case of this paper their literate practices. Commonly used methodologies often follow traditional research models where young children participate in research as defined by the adult researcher. However, this approach ca…
Reimagining Caregiving Roles and Challenging Gender Norms
Spousal care is a prominent support for persons living with dementia, yet the experiences of men who provide spousal care are understudied. This research explored the experiences of husbands caring for wives with progressive dementia in a community setting. In this paper, the experience of a 63-year-old retired man caring for his wife diagnosed with early onset dementia was explored using a longitudinal qualitative case study approach. Reflexive …
Young children’s at-home digital experiences and interactions
Introduction Young children are increasingly provided with opportunities to interact with digital technologies in their homes. Despite an accumulating body of research on children’s digital interactions, little is known about how these are situated within the social and cultural context in which they take place. In this exploratory study, we aim to extend existing knowledge by offering a contextualised understanding of children’s digital experien…
Teaching creative writing in primary schools
Teaching writing is complex and research related to approaches that support students’ understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature rev…
Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning
Given the recognised importance of self-regulation (SR) and executive functioning (EF) in young children's academic and social-emotional wellbeing, their development should not be left to chance. This mixed methods study investigated whether the children taught by educators trained in the SOWATT program, a purposively designed professional learning program targeting self-regulation and executive functioning, would achieve better outcomes on a ran…
Barriers in Health and Social Care Access and Systems Navigation among Older Adults without Advocates
I get all my ideas from the tree”
Despite the importance of writing skills to school and life success, there is scant research into the enabling and constraining conditions that shape elementary students’ views about their writing practices. This paper examines students’ views about writing through the lens of reflexivity theory. Applying an explanatory sequential model of mixed-method design, it first describes the development of a self-report questionnaire to investigate the vi…
Pretend Play
Imaginative play is an important part of childhood that provides insight not only into a child’s ability to use language, but ultimately into their understandings of the world more broadly. Through play, children control the story as they shape an emerging narrative through words, gestures, movement, and use of play spaces. In this paper we deconstruct a single instance of imaginative play captured in the home corner of a preschool classroom. The…
Enriching parent-child play through supported play groups to foster children's self-regulation
Examining pedagogies for teaching phonics
A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective
Self-regulation (SR) is considered foundational in early life, with robust evidence demonstrating a link between early self-regulation and longer-term outcomes. This has been the impetus for a growing body of intervention research into how best to support early SR development, yet approaches and effects are diverse, which complicates an understanding of the critical characteristics for effective early SR intervention. Using Self-Determination The…
Digital play
This study builds on and contributes to research on digital play with young children. Previous research has examined digital play from different viewpoints, but no studies have specifically addressed young children’s perspectives as they interact with applications (apps) that have been designed specifically for their age group. While our review of the literature provides insights from investigations of young children’s perspectives, there is limi…
Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning
Given the recognised importance of self-regulation (SR) and executive functioning (EF) in young children's academic and social-emotional wellbeing, their development should not be left to chance. This mixed methods study investigated whether the children taught by educators trained in the SOWATT program, a purposively designed professional learning program targeting self-regulation and executive functioning, would achieve better outcomes on a ran…
I get all my ideas from the tree”
Despite the importance of writing skills to school and life success, there is scant research into the enabling and constraining conditions that shape elementary students’ views about their writing practices. This paper examines students’ views about writing through the lens of reflexivity theory. Applying an explanatory sequential model of mixed-method design, it first describes the development of a self-report questionnaire to investigate the vi…
Virtual Intergenerational Playgroups
Traditionally a medium for social connectedness between parents and their children, playgroups have been reimagined to include older people.Intergenerational playgroups (IGPs) bring together participants that span across generations, facilitating interactions that promote self-esteem for older people and transgenerational learning for children.In response to challenges to well-being from social isolation experienced by elders, and exacerbated by …
Exploring Young Children's Research Practices as They Engage as Research Partners
While gathering young children's insights and perspectives in any area of research is complex, there is increasing recognition of the need to elevate children's voices to build shared understandings about what matters, and in the case of this paper their literate practices. Commonly used methodologies often follow traditional research models where young children participate in research as defined by the adult researcher. However, this approach ca…
Barriers in Health and Social Care Access and Systems Navigation among Older Adults without Advocates
An experimental study on the effects of exposure to magazine advertising on children's food choices
Objective The present study sought to determine the feasibility of an experimental research design to investigate the effects of exposure to magazine advertising on children's food choices. Design Children were randomized to read either a magazine with food advertisements or a magazine with no food advertisements. They then chose two food items from the intervention ‘store’ to eat after the session. Data were also collected on attitudes to advert…
Digital play
This study builds on and contributes to research on digital play with young children. Previous research has examined digital play from different viewpoints, but no studies have specifically addressed young children’s perspectives as they interact with applications (apps) that have been designed specifically for their age group. While our review of the literature provides insights from investigations of young children’s perspectives, there is limi…
Qualitative process evaluation of an Australian alcohol media literacy study
Overall, the program content and individual lessons were well received by the teachers and students. The lessons learned from the development, implementation and evaluation of this program can provide health professionals with key pedagogical strategies for designing culturally responsive educational programs. Culturally responsive programs are critical for ensuring interventions are effective for their specific context
A Reflexive Approach to Teaching Writing
Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuan…
Digital writing from the start to the end
Many young children engage independently and/or collaboratively in self-initiated digital experiences. These experiences vary and may include digital play or gaming, web searching, communication with others, and with curriculum and entertainment-related content. Yet children’s digital experiences are contingent upon the design of the technologies to which they have access, the subsequent activities that are encouraged and the opportunities for in…
Pretend Play
Imaginative play is an important part of childhood that provides insight not only into a child’s ability to use language, but ultimately into their understandings of the world more broadly. Through play, children control the story as they shape an emerging narrative through words, gestures, movement, and use of play spaces. In this paper we deconstruct a single instance of imaginative play captured in the home corner of a preschool classroom. The…
Enriching parent-child play through supported play groups to foster children's self-regulation
Examining pedagogies for teaching phonics
A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective
Self-regulation (SR) is considered foundational in early life, with robust evidence demonstrating a link between early self-regulation and longer-term outcomes. This has been the impetus for a growing body of intervention research into how best to support early SR development, yet approaches and effects are diverse, which complicates an understanding of the critical characteristics for effective early SR intervention. Using Self-Determination The…
Parent perspectives on young children’s changing digital practices
Young children's use of digital technologies has presented challenges for parents, particularly in response to an increased reliance on digital resources during the Covid-19 pandemic. This mixed-methods study explored young children's digital practices within the context of their families and homes. Although this study was originally planned, the timing of data collection meant that it was uniquely positioned to capture parent perspectives as the…
Barriers in Health and Social Care Access and Systems Navigation among Older Adults without Advocates
I get all my ideas from the tree”
Despite the importance of writing skills to school and life success, there is scant research into the enabling and constraining conditions that shape elementary students’ views about their writing practices. This paper examines students’ views about writing through the lens of reflexivity theory. Applying an explanatory sequential model of mixed-method design, it first describes the development of a self-report questionnaire to investigate the vi…
Young children’s at-home digital experiences and interactions
Introduction Young children are increasingly provided with opportunities to interact with digital technologies in their homes. Despite an accumulating body of research on children’s digital interactions, little is known about how these are situated within the social and cultural context in which they take place. In this exploratory study, we aim to extend existing knowledge by offering a contextualised understanding of children’s digital experien…
Teaching creative writing in primary schools
Teaching writing is complex and research related to approaches that support students’ understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature rev…
Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning
Given the recognised importance of self-regulation (SR) and executive functioning (EF) in young children's academic and social-emotional wellbeing, their development should not be left to chance. This mixed methods study investigated whether the children taught by educators trained in the SOWATT program, a purposively designed professional learning program targeting self-regulation and executive functioning, would achieve better outcomes on a ran…
Effects of Persuasive App Design and Self‐Regulation on Young Children’s Digital Disengagement
Despite the vast array of app choices available to children and evidence of a high prevalence of persuasive design features (e.g., rewards, character pressure, and aesthetic manipulation) within these apps, little is known about how, and to what extent, these design elements influence children’s digital app play. The current study investigated the effects of app persuasive design and children’s self‐regulation, and their interaction, on children’…
Looking more closely at the Children’s Technology Play Space
This paper shares an account of our wonderings, happenings, and learnings emerging from encounters between children, iPads, digital microscopes and found natural materials (and bugs!) in a series of workshops at a children’s museum. Our intention is to build on and disrupt established theories about children’s museums by thinking differently and creatively about new ways of seeing, knowing, and understanding children’s literate practices in these…
Curating childhood—literacy, play, and meaning-making in museum spaces
Teacher produced video tours of classrooms
Australian literacy classrooms are shaped by an unprecedented time of national curriculum reform. Australian teachers follow a national English curriculum with the pressures of national standardised assessment, state interpretation (state-based syllabus and support documents) and localised system requirements influencing their pedagogical practices. It is timely to consider how teachers recontextualise these external pressures in their teaching o…
The pleasure and power of playful problem solving through storytelling
Purpose Being “literate” is well established as key to active civic participation, right from the earliest years of life. Young children’s natural curiosity and motivation to understand the world and their places within it through playful explorations offers rich opportunities for learning. Reported here are findings from a STEAM (science, technology, engineering, the arts and mathematics) project drawing on problem solving, inquiry and reflectio…
Virtual Intergenerational Playgroups
Traditionally a medium for social connectedness between parents and their children, playgroups have been reimagined to include older people.Intergenerational playgroups (IGPs) bring together participants that span across generations, facilitating interactions that promote self-esteem for older people and transgenerational learning for children.In response to challenges to well-being from social isolation experienced by elders, and exacerbated by …
Exploring Young Children's Research Practices as They Engage as Research Partners
While gathering young children's insights and perspectives in any area of research is complex, there is increasing recognition of the need to elevate children's voices to build shared understandings about what matters, and in the case of this paper their literate practices. Commonly used methodologies often follow traditional research models where young children participate in research as defined by the adult researcher. However, this approach ca…
Reimagining Caregiving Roles and Challenging Gender Norms
Spousal care is a prominent support for persons living with dementia, yet the experiences of men who provide spousal care are understudied. This research explored the experiences of husbands caring for wives with progressive dementia in a community setting. In this paper, the experience of a 63-year-old retired man caring for his wife diagnosed with early onset dementia was explored using a longitudinal qualitative case study approach. Reflexive …
Digital Platforms and Relational Practice
This study employed netnography across two early childhood education services that used the Storypark platform to explore how educator-family relationships are enacted through digital communication. Although Storypark is designed to foster collaboration and partnerships, this study indicates that its affordances do not consistently translate into practice. Analysis of digital posts and family interviews revealed that educators primarily used the …
More than minutes
Children’s screentime is commonly viewed as passive and problematic. Current focus on reducing the time children spend using digital technologies has meant screentime is quantified often at the expense of considering the quality of children’s digital interactions. These ‘clocking’ practices tend to overlook the potential for children’s digital play to foster movement and relationships with others. Building upon childhood scholarship that has sugg…
Psychology (21 works) · Child Development and Digital Technology (14 works) · Sociology (12 works) · Medicine (10 works) · Computer Science (8 works) · Developmental psychology (8 works) · Children's Rights and Participation (6 works) · Early childhood (6 works) · Early Childhood Education and Development (6 works) · Literacy, Media, and Education (6 works)