Glykeria Fragkiadaki
Biographic Data
| ID | 4636357 |
|---|---|
| NAME | Glykeria Fragkiadaki |
| GIVEN NAMES | Glykeria |
| FAMILY NAME | Fragkiadaki |
| SIGNATURE | FRAGKIADAKI G |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0001-7280-783X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Investigating Transferable Skills in Early Childhood Education and Care PhD Programs in Norway and Greece
The article investigates how transferable skills are defined, supported, and evidenced in Early Childhood Education and Care (ECEC) doctoral training in Norway and Greece. Addressing a documented gap—fragmented definitions and weak operationalisation across Europe—it combines semi-structured interviews with doctoral researchers (n=20) and a document scan of institutional websites and course catalogues (n=70). The review assessed visibility, frami…
Models of STEM Teaching
This paper answers the question of how early childhood teachers resource their own conceptual knowledge of STEM within play-based settings in Greece and Australia. Through bringing together 2 data sets where the intervention of a Conceptual PlayWorld was implemented in both countries, we were able to identify how teachers in both countries worked with the model of STEM teaching to meet their own personal and institutional needs for greater outcom…
Playful science
The interrelation between play and learning in science has been increasingly studied lately. Empirical research has shown how to bring science concepts into children’s play. However, less is known about bringing scientific practices into play. The problem reported in this paper is how procedural and epistemic aspects of knowledge are developed within preschool play-based settings. The study focuses on a set of concepts: waterproofing, floating, a…
Back to basics
Learners’ pre-existing ideas are central to the construction of new knowledge in science education. Teachers’ questions serve as a prevalent means of eliciting these ideas. However, posing appropriate questions to promote students’ clarification of meanings, juxtaposition of viewpoints and higher-order thinking presents significant challenges for both pre-service and in-service teachers. This study investigates the types of questions pre-service …
School Science
For decades, two critical challenges have plagued school science in the years it is compulsory for students in many educational contexts across the globe: how best to identify what science is meaningful for all students to learn during their formal school science education, and how to keep these students engaged in the learning of this science. Diverse science curriculum movements over these decades and throughout the English‐speaking world have …
Inscriptions in Science Teaching
This article attempts to highlight inscriptions, i.e., photographs, drawings, diagrams, or graphs as autonomous carriers of meaning that can illuminate the different dimensions of a scientific concept. In addition, the article examines the inherent potential of diverse types of inscriptions to be combined with each other creating conceptual sequences and thus, crafting a narrative for the formation of a concept. For the formation of conceptual se…
Theorising Digital Tools
The place of theoretical thinking in professional development
The Cultural Formation of Science Knowledge
Early Childhood Science Education from 0 to 6
Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We do not know enough about how scientific thinking develops across the first years of life. Identifying …
Understanding the complexity of young children's learning and development in science
The unity between intellect, affect, and action in a child's learning and development in science
The social and cultural genesis of collective imagination during infancy
Collective Imagining
On entering formal education, infants face the demand of participating in collective educational rou¬tines and learning experiences. However, in this age period, the sense of collectiveness is still in an embry¬onic form. This study explored how infants enter into and experience the need for collectiveness and how teachers create the conditions for the development of a sense of collectiveness during infancy. Our educa¬tional experiment drew on a …
Collective imagination as a source of professional practice change
Methodological Challenges of Studying Children in a Living Laboratory
Digital technologies have created possibilities in research unavailable when Vygotsky first introduced his cultural-historical approach for studying children’s development. More needs to be known about the relations between methodology and method when using digital tools in the early developmental period (1-5 years). In this paper we introduce the concept of a living laboratory to capture the research dynamics of this cultural age period in famil…
Genetic Research Methodology Meets Early Childhood Science Education Research
The study reported in this paper aims to structure a cultural-historical understanding on how early childhood children experience science and how they develop scientific thinking as they interact with the social, cultural and material world. Moving beyond the cognitive dimensions of learning by interrelating different aspects of the process of children’s scientific thinking development constitutes a research prior- ity for the study. From a wide …
Methodological Challenges of Studying Children in a Living Laboratory
Digital technologies have created possibilities in research unavailable when Vygotsky first introduced his cultural-historical approach for studying children’s development. More needs to be known about the relations between methodology and method when using digital tools in the early developmental period (1-5 years). In this paper we introduce the concept of a living laboratory to capture the research dynamics of this cultural age period in famil…
Collective Imagining
On entering formal education, infants face the demand of participating in collective educational rou¬tines and learning experiences. However, in this age period, the sense of collectiveness is still in an embry¬onic form. This study explored how infants enter into and experience the need for collectiveness and how teachers create the conditions for the development of a sense of collectiveness during infancy. Our educa¬tional experiment drew on a …
Collective imagination as a source of professional practice change
Genetic Research Methodology Meets Early Childhood Science Education Research
The study reported in this paper aims to structure a cultural-historical understanding on how early childhood children experience science and how they develop scientific thinking as they interact with the social, cultural and material world. Moving beyond the cognitive dimensions of learning by interrelating different aspects of the process of children’s scientific thinking development constitutes a research prior- ity for the study. From a wide …
Methodological Challenges of Studying Children in a Living Laboratory
Digital technologies have created possibilities in research unavailable when Vygotsky first introduced his cultural-historical approach for studying children’s development. More needs to be known about the relations between methodology and method when using digital tools in the early developmental period (1-5 years). In this paper we introduce the concept of a living laboratory to capture the research dynamics of this cultural age period in famil…
The Cultural Formation of Science Knowledge
Early Childhood Science Education from 0 to 6
Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We do not know enough about how scientific thinking develops across the first years of life. Identifying …
Understanding the complexity of young children's learning and development in science
The unity between intellect, affect, and action in a child's learning and development in science
The social and cultural genesis of collective imagination during infancy
Collective Imagining
On entering formal education, infants face the demand of participating in collective educational rou¬tines and learning experiences. However, in this age period, the sense of collectiveness is still in an embry¬onic form. This study explored how infants enter into and experience the need for collectiveness and how teachers create the conditions for the development of a sense of collectiveness during infancy. Our educa¬tional experiment drew on a …
Collective imagination as a source of professional practice change
Inscriptions in Science Teaching
This article attempts to highlight inscriptions, i.e., photographs, drawings, diagrams, or graphs as autonomous carriers of meaning that can illuminate the different dimensions of a scientific concept. In addition, the article examines the inherent potential of diverse types of inscriptions to be combined with each other creating conceptual sequences and thus, crafting a narrative for the formation of a concept. For the formation of conceptual se…
Theorising Digital Tools
The place of theoretical thinking in professional development
Playful science
The interrelation between play and learning in science has been increasingly studied lately. Empirical research has shown how to bring science concepts into children’s play. However, less is known about bringing scientific practices into play. The problem reported in this paper is how procedural and epistemic aspects of knowledge are developed within preschool play-based settings. The study focuses on a set of concepts: waterproofing, floating, a…
Back to basics
Learners’ pre-existing ideas are central to the construction of new knowledge in science education. Teachers’ questions serve as a prevalent means of eliciting these ideas. However, posing appropriate questions to promote students’ clarification of meanings, juxtaposition of viewpoints and higher-order thinking presents significant challenges for both pre-service and in-service teachers. This study investigates the types of questions pre-service …
School Science
For decades, two critical challenges have plagued school science in the years it is compulsory for students in many educational contexts across the globe: how best to identify what science is meaningful for all students to learn during their formal school science education, and how to keep these students engaged in the learning of this science. Diverse science curriculum movements over these decades and throughout the English‐speaking world have …
Investigating Transferable Skills in Early Childhood Education and Care PhD Programs in Norway and Greece
The article investigates how transferable skills are defined, supported, and evidenced in Early Childhood Education and Care (ECEC) doctoral training in Norway and Greece. Addressing a documented gap—fragmented definitions and weak operationalisation across Europe—it combines semi-structured interviews with doctoral researchers (n=20) and a document scan of institutional websites and course catalogues (n=70). The review assessed visibility, frami…
Models of STEM Teaching
This paper answers the question of how early childhood teachers resource their own conceptual knowledge of STEM within play-based settings in Greece and Australia. Through bringing together 2 data sets where the intervention of a Conceptual PlayWorld was implemented in both countries, we were able to identify how teachers in both countries worked with the model of STEM teaching to meet their own personal and institutional needs for greater outcom…
Psychology (12 works) · Sociology (11 works) · Early childhood (9 works) · Developmental psychology (8 works) · Early Childhood Education and Development (8 works) · Epistemology (8 works) · Science Education and Pedagogy (8 works) · Pedagogy (6 works) · Science education (6 works) · Early childhood education (5 works)