Cristina Guarrella
Biographic Data
| ID | 4219546 |
|---|---|
| NAME | Cristina Guarrella |
| GIVEN NAMES | Cristina |
| FAMILY NAME | Guarrella |
| SIGNATURE | GUARRELLA C |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-5082-7925 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Uncovering Science Education in Australian Early Childhood Teacher Qualifications
Despite the existence of a national Science, Technology, Engineering and Mathematics (STEM) education agenda highlighting the importance of science education in the years before formal schooling, guiding documents for early childhood curricula and practice in Australia continue to lack systematic integration of science teaching and learning. Without clear guidance on how science (or science as an element of STEM) can be enacted in early childhood…
Situating engineering within the Australian pre-tertiary education system
A global shortage of engineers is coinciding with an increasing demand for engineering skills. Clear education pathways are needed to attract future engineers who will work across the traditional boundaries of disciplines. This paper explores the visibility of engineering-related learning in pre-tertiary education as a means to spark students’ interests and skills and encourage them to enter engineering as a profession. The national Early Years L…
Listening to children in nature
Outdoor early childhood education contexts such as nature kindergartens have been established for well over 50 years in the United Kingdom and Scandinavia. Despite their popularity in these settings, similar approaches in countries such as Canada, China, New Zealand and Australia have taken time to become established. One example of where this approach to nature kindergartens in early childhood education has recently taken a foothold is the Austr…
A University-Stakeholder Collaborative Approach to Designing Early Childhood Mentor Teacher Training
This paper aims to investigate the relationship between participative approaches and knowledge construction by showing in what ways community engagement in academic research can inform the design and development of professional learning resources. Mentor teachers play a key role in supporting pre-service teachers' learning and development in the context of Initial Teacher Education practicum. While the complexity of this role is highlighted in th…
Toward assessment for playful learning in early childhood
In many countries, play is the vehicle for teaching and learning, requiring early childhood teachers to recognize and assess children's demonstrations of knowledge and capabilities as they are displayed during play. In the context of science learning, assessing what children know already, referred to as “assessment for learning,” equips teachers with the knowledge required to make purposeful decisions during these playful experiences and guide ch…
The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool
Research Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality was measured via classroom observations in three preschools at two points, teacher interviews on scien…
Listening to children in nature
Outdoor early childhood education contexts such as nature kindergartens have been established for well over 50 years in the United Kingdom and Scandinavia. Despite their popularity in these settings, similar approaches in countries such as Canada, China, New Zealand and Australia have taken time to become established. One example of where this approach to nature kindergartens in early childhood education has recently taken a foothold is the Austr…
The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool
Research Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality was measured via classroom observations in three preschools at two points, teacher interviews on scien…
Toward assessment for playful learning in early childhood
In many countries, play is the vehicle for teaching and learning, requiring early childhood teachers to recognize and assess children's demonstrations of knowledge and capabilities as they are displayed during play. In the context of science learning, assessing what children know already, referred to as “assessment for learning,” equips teachers with the knowledge required to make purposeful decisions during these playful experiences and guide ch…
Situating engineering within the Australian pre-tertiary education system
A global shortage of engineers is coinciding with an increasing demand for engineering skills. Clear education pathways are needed to attract future engineers who will work across the traditional boundaries of disciplines. This paper explores the visibility of engineering-related learning in pre-tertiary education as a means to spark students’ interests and skills and encourage them to enter engineering as a profession. The national Early Years L…
Listening to children in nature
Outdoor early childhood education contexts such as nature kindergartens have been established for well over 50 years in the United Kingdom and Scandinavia. Despite their popularity in these settings, similar approaches in countries such as Canada, China, New Zealand and Australia have taken time to become established. One example of where this approach to nature kindergartens in early childhood education has recently taken a foothold is the Austr…
A University-Stakeholder Collaborative Approach to Designing Early Childhood Mentor Teacher Training
This paper aims to investigate the relationship between participative approaches and knowledge construction by showing in what ways community engagement in academic research can inform the design and development of professional learning resources. Mentor teachers play a key role in supporting pre-service teachers' learning and development in the context of Initial Teacher Education practicum. While the complexity of this role is highlighted in th…
Uncovering Science Education in Australian Early Childhood Teacher Qualifications
Despite the existence of a national Science, Technology, Engineering and Mathematics (STEM) education agenda highlighting the importance of science education in the years before formal schooling, guiding documents for early childhood curricula and practice in Australia continue to lack systematic integration of science teaching and learning. Without clear guidance on how science (or science as an element of STEM) can be enacted in early childhood…
Early childhood (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Science education (4 works) · Curriculum (3 works) · Developmental psychology (3 works) · Early childhood education (3 works) · Science Education and Pedagogy (3 works) · Computer Science (2 works)