Kelly Bittner

Biographic Data

ID6739215
NAMEKelly Bittner
GIVEN NAMESKelly
FAMILY NAMEBittner
SIGNATUREBITTNER K
AFFILIATIONSMacquarie University
ORCID0000-0001-5048-817X
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS1
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2019
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Resisting hyperreality? Talking to young children about YouTube and YouTube Kids

    Open AccessJane O’connor, Olga Fotakopoulou et al.ARTICLEContemporary Issues in Early…2025

    This article reports on a study investigating how 13 young children in English-speaking countries (England, Scotland, Australia and the USA) watch and engage with digital content on YouTube and YouTube Kids. Given the increasing amount of time children spend viewing these platforms, and related concerns around the commercial algorithms that direct their viewing choices, the research aims were to understand how young children make choices about wh…

  • Creating space for equity in early childhood educator’s participation in documentation, assessment and evaluation

    Kelly BittnerARTICLEEuropean Early Childhood…2022

    Documentation, assessment and evaluation processes in early learning contexts should include participation and contribution from all educators. This helps to ensure diversity of knowledge, perspective and background that can create more inclusive and equitable early learning curricula. This article presents findings from a collective case-study undertaken with educators and pre-school aged children at three early learning services. The educators …

  • Understanding educator attitudes towards and perceptions of mathematics in early childhood

    Open AccessKelly Bittner, Ray BullARTICLEJournal of Early Childhood Research2021

    The first 3 years of life are identified as a period where children are primed for mathematical thinking, and a time where significant and critical development occurs. Additionally, mathematical ability in the years before children start school serves as a strong predictor of later achievement. However, many early childhood educators do not recognise the relevance of focussing on numeracy with very young children, and there remains a paucity of r…

  • This is a Learning Opportunity”

    Sheila Degotardi, Kelly Bittner et al.ARTICLEVisitor Studies2019

    Recent research indicates that museums hold great potential for children’s engagement and learning. To date, most research has either focused on school-aged children or young children’s independent learning engagement and, as a result, little research has investigated how museum spaces may foster and enhance the interactive learning of families with prior-to-school-age children. The current study sought to investigate which features of museum spa…

  • Digital technology as a tool to support children and educators as co-learners

    Open AccessKelly BittnerARTICLEGlobal Studies of Childhood2019References: 1

    Digital technologies are increasingly prevalent and can complement more traditional resources to support children’s investigations and explorations in early learning contexts. A new consideration is the value of technology in positioning early childhood educators as co-learners and co-investigators alongside children. This article presents findings from a case study undertaken with two early childhood educators working with a class of preschool-a…

  • Implementing the Reach after-school programme for youth in urban communities

    Open AccessRisto Marttinen, Ray N Fredrick et al.ARTICLEEuropean Physical Education Review2019Cited by: 1References: 4

    This research sought to uncover challenges that arose in the implementation of the Reflective Educational Approach to Character and Health (REACH) after-school programme in a low-income public school in New York City. Additionally, we wanted to find and share some of the lessons learned, to help others avoid our pitfalls when implementing quality after-school programming. At the conclusion of the year-long REACH programme that was preceded by a y…