Marie Hammer
Biographic Data
| ID | 3593755 |
|---|---|
| NAME | Marie Hammer |
| GIVEN NAMES | Marie |
| FAMILY NAME | Hammer |
| SIGNATURE | HAMMER M |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-3728-2000 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1955 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
‘Now it goes to my blood’
Concerns with the quality and quantity of early childhood educators’ skills and knowledge in theories of child development in Australian early childhood education have persisted for over a decade. This alleged child development theory-practice gap appears problematic in light of a well-established body of evidence attesting to the need for, and value of, child development knowledge when working with preschool-aged children. This multiple case stu…
A cultural-historical study of emotions in play
As a critical developmental goal, emotion regulation (ER) for young children in orphanages has yet to be fully understood. This paper explores how co-experiencing of dramatic interactions in playworlds supports a child’s resolution and regulation of emotions in an institutional care setting in China. 49 hours of video data were analysed with the cultural-historical concepts of catharsis and perezhivanie. Findings show that catharsis as a crucial …
‘We’re just touching the surface’
Three Australian Government reports released between 2011 and 2017 highlight a child development theory–practice gap in Australian early childhood initial teacher education. This qualitative study explores what informs university lecturers’ teaching of child development theory in tertiary programmes. Grounded in Interpretative Phenomenological Analysis, four themes are discussed from a Freirean inspired perspective. According to those interviewed…
A cultural-historical study of the development of emotion regulation through collective play in an institutional care setting in China
From struggling to flourishing and thriving
Understanding the child in relation to practice and rethinking inclusion
Teacher’s creation of conditions for peer interactions and relationships
Teachers have the ability to influence a child’s sense of belonging and peer relationships in the classroom which are important for a child’s social development. Currently, little is known about the ways in which they do this. Vygotsky’s concept of the social situation of development and Hedegaard’s model for learning and development were used to discuss the conditions teachers created that promote peer relationships within the classroom. Digital…
Rethinking Assessments
This paper presents a picture of the current theoretical positions and methods used to assess children’s development. A maturational understanding of development is seen to be predominately used to inform the assessment tools which track how children develop across the 0—5 age group. This paper proposes that with the movement towards a cultural-historical understanding of development, a tool following from this standpoint should be developed. It …
Emotions in Imaginative Situations
Fairytales represent a long-standing cultural practice used by early childhood teachers for supporting children's social and emotional development. Yet contemporary practices see governments demanding a more academic curriculum. In drawing upon cultural-historical research, we theorise how fairytales help children to collectively develop emotion regulation, where the unity of emotions and cognition are foregrounded during the telling, retelling, …
Laura's story
Some Aspects of the Distribution of Microfauna in the Arctic
Contains a study on the circumpolar distribution of the oribatids and collemboles, very small insectlike creatures of the soil. Emphasis is placed on Greenland as a possible route between the Old World and the New, for this fauna, and for fauna in general
Some Aspects of the Distribution of Microfauna in the Arctic
Contains a study on the circumpolar distribution of the oribatids and collemboles, very small insectlike creatures of the soil. Emphasis is placed on Greenland as a possible route between the Old World and the New, for this fauna, and for fauna in general
Laura's story
Emotions in Imaginative Situations
Fairytales represent a long-standing cultural practice used by early childhood teachers for supporting children's social and emotional development. Yet contemporary practices see governments demanding a more academic curriculum. In drawing upon cultural-historical research, we theorise how fairytales help children to collectively develop emotion regulation, where the unity of emotions and cognition are foregrounded during the telling, retelling, …
Rethinking Assessments
This paper presents a picture of the current theoretical positions and methods used to assess children’s development. A maturational understanding of development is seen to be predominately used to inform the assessment tools which track how children develop across the 0—5 age group. This paper proposes that with the movement towards a cultural-historical understanding of development, a tool following from this standpoint should be developed. It …
Understanding the child in relation to practice and rethinking inclusion
Teacher’s creation of conditions for peer interactions and relationships
Teachers have the ability to influence a child’s sense of belonging and peer relationships in the classroom which are important for a child’s social development. Currently, little is known about the ways in which they do this. Vygotsky’s concept of the social situation of development and Hedegaard’s model for learning and development were used to discuss the conditions teachers created that promote peer relationships within the classroom. Digital…
‘We’re just touching the surface’
Three Australian Government reports released between 2011 and 2017 highlight a child development theory–practice gap in Australian early childhood initial teacher education. This qualitative study explores what informs university lecturers’ teaching of child development theory in tertiary programmes. Grounded in Interpretative Phenomenological Analysis, four themes are discussed from a Freirean inspired perspective. According to those interviewed…
A cultural-historical study of the development of emotion regulation through collective play in an institutional care setting in China
From struggling to flourishing and thriving
A cultural-historical study of emotions in play
As a critical developmental goal, emotion regulation (ER) for young children in orphanages has yet to be fully understood. This paper explores how co-experiencing of dramatic interactions in playworlds supports a child’s resolution and regulation of emotions in an institutional care setting in China. 49 hours of video data were analysed with the cultural-historical concepts of catharsis and perezhivanie. Findings show that catharsis as a crucial …
‘Now it goes to my blood’
Concerns with the quality and quantity of early childhood educators’ skills and knowledge in theories of child development in Australian early childhood education have persisted for over a decade. This alleged child development theory-practice gap appears problematic in light of a well-established body of evidence attesting to the need for, and value of, child development knowledge when working with preschool-aged children. This multiple case stu…
Psychology (9 works) · Early Childhood Education and Development (8 works) · Developmental psychology (6 works) · Pedagogy (6 works) · Sociology (6 works) · Political science (5 works) · Social Psychology (4 works) · Social science (4 works) · Qualitative research (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works)