Bridie Raban
Biographic Data
| ID | 4420826 |
|---|---|
| NAME | Bridie Raban |
| GIVEN NAMES | Bridie |
| FAMILY NAME | Raban |
| SIGNATURE | RABAN B |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-3878-4969 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
What does ‘wellbeing’ mean? A content analysis of early childhood education pedagogy and practice documents in Australia
Wellbeing is explicitly mentioned in the United Nations Rights of the Child, and governments, humanitarian organisations, scientific and educational research internationally call for a focus on child wellbeing in the early years. Early childhood education policies, pedagogy and practice reflect this call, with curriculum frameworks, regulations and documents around the world having ‘wellbeing’ outcomes and foci. However, the concept of wellbeing …
This is the crux of what we do’
Early childhood is a critical life stage for the development of child wellbeing. Early education and care experiences (ECEC) support children’s wellbeing, and curriculum documents and frameworks across the world include wellbeing outcomes and foci. However, a dominant neoliberalism discourse has resulted in a ‘push down’ of academic agendas, centring policy and practices on traditional literacy (reading and writing) over play-based and multi-lite…
Strong conceptual knowledge developed through home reading experiences prior to school
Studies of early reading in the home indicate the relevance of these experiences for young children’s later reading development when they start school. The study reported here followed twenty children through 2 years prior to starting school and assessed their reading progress at the start of school. Audio/tape-recordings of their home experiences were collected in some detail, at random during whole days and transcripts of the audio/tape-recordi…
Young learners
This study investigated the relationships between children’s home literacy environments and their early hypotheses about printed words in the year prior to entering school. There were 147 children (70 girls and 77 boys: mean age 57 months, range = 47–66 months, standard deviation = 4.5 months) in the study. Results showed that the children had varying degrees of knowledge about printed words. Significant associations between age of the child and …
Reading practices experienced by preschool children in areas of disadvantage
The purpose of this survey investigation was to gain insight into the different home literacy practices of preschool children in some disadvantaged areas across the state of Victoria, Australia. Findings indicate that parents read to their children regularly from a young age, found libraries easy to access and use, and have children who enjoy books and paper and pencil activities. However, more than half of them found there was not enough informa…
Language and Literacy Relationships
Three explanations are explored for the lack of relationship between oral language development and reading ability. The first points to the inappropriate‐ness of the measures used in previous studies, the second explanation focuses on the differences between spoken and written language and the third dwells on the distinction between receptive and productive aspects of the two modes of language. Data are presented which provide evidence for all th…
The Process of Reading
The development of cohesion in children's writing
The study reported in this paper investigated the developmental pattern of cohesive ties realized through the free writing of children aged six and ten years. The proportional usage, both of cohesive ties to quantity of text and of the various ties to one another, are identified. Differences of usage as functions of age and sex are also considered
The Effective Use of Reading
How Shall I Put It
Strong conceptual knowledge developed through home reading experiences prior to school
Studies of early reading in the home indicate the relevance of these experiences for young children’s later reading development when they start school. The study reported here followed twenty children through 2 years prior to starting school and assessed their reading progress at the start of school. Audio/tape-recordings of their home experiences were collected in some detail, at random during whole days and transcripts of the audio/tape-recordi…
The Effective Use of Reading
How Shall I Put It
The development of cohesion in children's writing
The study reported in this paper investigated the developmental pattern of cohesive ties realized through the free writing of children aged six and ten years. The proportional usage, both of cohesive ties to quantity of text and of the various ties to one another, are identified. Differences of usage as functions of age and sex are also considered
The Process of Reading
Language and Literacy Relationships
Three explanations are explored for the lack of relationship between oral language development and reading ability. The first points to the inappropriate‐ness of the measures used in previous studies, the second explanation focuses on the differences between spoken and written language and the third dwells on the distinction between receptive and productive aspects of the two modes of language. Data are presented which provide evidence for all th…
Reading practices experienced by preschool children in areas of disadvantage
The purpose of this survey investigation was to gain insight into the different home literacy practices of preschool children in some disadvantaged areas across the state of Victoria, Australia. Findings indicate that parents read to their children regularly from a young age, found libraries easy to access and use, and have children who enjoy books and paper and pencil activities. However, more than half of them found there was not enough informa…
Young learners
This study investigated the relationships between children’s home literacy environments and their early hypotheses about printed words in the year prior to entering school. There were 147 children (70 girls and 77 boys: mean age 57 months, range = 47–66 months, standard deviation = 4.5 months) in the study. Results showed that the children had varying degrees of knowledge about printed words. Significant associations between age of the child and …
Strong conceptual knowledge developed through home reading experiences prior to school
Studies of early reading in the home indicate the relevance of these experiences for young children’s later reading development when they start school. The study reported here followed twenty children through 2 years prior to starting school and assessed their reading progress at the start of school. Audio/tape-recordings of their home experiences were collected in some detail, at random during whole days and transcripts of the audio/tape-recordi…
What does ‘wellbeing’ mean? A content analysis of early childhood education pedagogy and practice documents in Australia
Wellbeing is explicitly mentioned in the United Nations Rights of the Child, and governments, humanitarian organisations, scientific and educational research internationally call for a focus on child wellbeing in the early years. Early childhood education policies, pedagogy and practice reflect this call, with curriculum frameworks, regulations and documents around the world having ‘wellbeing’ outcomes and foci. However, the concept of wellbeing …
This is the crux of what we do’
Early childhood is a critical life stage for the development of child wellbeing. Early education and care experiences (ECEC) support children’s wellbeing, and curriculum documents and frameworks across the world include wellbeing outcomes and foci. However, a dominant neoliberalism discourse has resulted in a ‘push down’ of academic agendas, centring policy and practices on traditional literacy (reading and writing) over play-based and multi-lite…
Psychology (8 works) · Developmental psychology (5 works) · Pedagogy (5 works) · Linguistics (4 works) · Literacy (4 works) · Reading and Literacy Development (4 works) · Child Development and Digital Technology (3 works) · Emergent literacy (3 works) · Reading (process) (3 works) · Sociology (3 works)