B Hurst
Biographic Data
| ID | 38947 |
|---|---|
| NAME | B Hurst |
| GIVEN NAMES | B |
| FAMILY NAME | Hurst |
| SIGNATURE | HURST B |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0003-4238-384X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Children’s perspectives on institutionalised leisure-focused Extended Education in Australia, Sweden and Switzerland
Extended Education is a term that refers to complementary education services provided to children in the hours outside school. In some global contexts, Extended Education provide a combination of leisure, play, care and education. This article investigates children’s perceptions of leisure-focused Extended Education in three countries: Australia, Sweden and Switzerland. Leisure is an important element of childhood and is afforded the status of a …
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…
Programming for older children in School Age Care
How to work with older children has been ongoing question in Australian School Age Care (SAC) for over 30 years. Children aged 10–12 years are often spoken of as a problematic Other whose pose a risk to the younger children who attend SAC in higher proportions. This article aims to address the gap in research about what practices might work with this age group. It draws on a qualitative study conducted with SAC practitioners and older children wh…
Using professional development resources to support the inclusion of gender equity in early childhood teaching and curriculum planning
Gender-based violence (GBV) is a global health issue that affects significant proportions of women and girls. Despite research showing that children understand and perform stereotypical gender norms from as young as 3 years, addressing gender with young children is controversial. Programs that aim to teach gender fairness and respectful relationships in early childhood settings are uncommon. This article reports on an evaluation of a trial of a w…
Professional standards for after school hours care in Australia
Re-theorising the pre-adolescent child in School Age Care
School Age Care is a setting that is little researched and the research that has been conducted has not often sought the perspectives of older children. This article describes a participatory and ethnographic research project that sought a deeper insight into older children’s experiences of an Australian School Age Care setting, seeking their views about how to successfully program for other children their age. Older children in School Age Care a…
Play and leisure in Australian School Age Care
Australian School Age Care programmes are little researched childhood settings that are commonly understood as sites of leisure and play in between school and home. This article draws on recent research to consider the status of a seemingly non-playful activity, that of children's waiting in School Age Care. The poststructural framing in this article conceptualizes waiting as an activity that incorporates acts of emotional labour, play and identi…
Men in the lives of young children
Men in the lives of young children: an international perspective." Gender and Education, 26(6), pp. 705–706
Play and leisure in Australian School Age Care
Australian School Age Care programmes are little researched childhood settings that are commonly understood as sites of leisure and play in between school and home. This article draws on recent research to consider the status of a seemingly non-playful activity, that of children's waiting in School Age Care. The poststructural framing in this article conceptualizes waiting as an activity that incorporates acts of emotional labour, play and identi…
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…
Using professional development resources to support the inclusion of gender equity in early childhood teaching and curriculum planning
Gender-based violence (GBV) is a global health issue that affects significant proportions of women and girls. Despite research showing that children understand and perform stereotypical gender norms from as young as 3 years, addressing gender with young children is controversial. Programs that aim to teach gender fairness and respectful relationships in early childhood settings are uncommon. This article reports on an evaluation of a trial of a w…
Professional standards for after school hours care in Australia
Re-theorising the pre-adolescent child in School Age Care
School Age Care is a setting that is little researched and the research that has been conducted has not often sought the perspectives of older children. This article describes a participatory and ethnographic research project that sought a deeper insight into older children’s experiences of an Australian School Age Care setting, seeking their views about how to successfully program for other children their age. Older children in School Age Care a…
Men in the lives of young children
Men in the lives of young children: an international perspective." Gender and Education, 26(6), pp. 705–706
Men in the lives of young children
Men in the lives of young children: an international perspective." Gender and Education, 26(6), pp. 705–706
Re-theorising the pre-adolescent child in School Age Care
School Age Care is a setting that is little researched and the research that has been conducted has not often sought the perspectives of older children. This article describes a participatory and ethnographic research project that sought a deeper insight into older children’s experiences of an Australian School Age Care setting, seeking their views about how to successfully program for other children their age. Older children in School Age Care a…
Play and leisure in Australian School Age Care
Australian School Age Care programmes are little researched childhood settings that are commonly understood as sites of leisure and play in between school and home. This article draws on recent research to consider the status of a seemingly non-playful activity, that of children's waiting in School Age Care. The poststructural framing in this article conceptualizes waiting as an activity that incorporates acts of emotional labour, play and identi…
Professional standards for after school hours care in Australia
Using professional development resources to support the inclusion of gender equity in early childhood teaching and curriculum planning
Gender-based violence (GBV) is a global health issue that affects significant proportions of women and girls. Despite research showing that children understand and perform stereotypical gender norms from as young as 3 years, addressing gender with young children is controversial. Programs that aim to teach gender fairness and respectful relationships in early childhood settings are uncommon. This article reports on an evaluation of a trial of a w…
Programming for older children in School Age Care
How to work with older children has been ongoing question in Australian School Age Care (SAC) for over 30 years. Children aged 10–12 years are often spoken of as a problematic Other whose pose a risk to the younger children who attend SAC in higher proportions. This article aims to address the gap in research about what practices might work with this age group. It draws on a qualitative study conducted with SAC practitioners and older children wh…
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…
Children’s perspectives on institutionalised leisure-focused Extended Education in Australia, Sweden and Switzerland
Extended Education is a term that refers to complementary education services provided to children in the hours outside school. In some global contexts, Extended Education provide a combination of leisure, play, care and education. This article investigates children’s perceptions of leisure-focused Extended Education in three countries: Australia, Sweden and Switzerland. Leisure is an important element of childhood and is afforded the status of a …
Psychology (7 works) · Sociology (6 works) · Developmental psychology (5 works) · Youth Education and Societal Dynamics (5 works) · Children's Rights and Participation (4 works) · Early Childhood Education and Development (4 works) · Medicine (4 works) · Gender Studies (3 works) · Pedagogy (3 works) · Construct (python library (2 works)