Mandy Cooke
Biographic Data
| ID | 6739274 |
|---|---|
| NAME | Mandy Cooke |
| GIVEN NAMES | Mandy |
| FAMILY NAME | Cooke |
| SIGNATURE | COOKE M |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0003-4384-1662 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Towards an Ecology of Relations: Reconceptualising Relational Pedagogy in Early Childhood Education and Care
Relational pedagogy has shifted educational focus from knowledge transmission to cultivating relational conditions for learning, foregrounding responsiveness, recognition, and democratic participation. In early childhood education and care (ECEC), however, “the relational” remains predominately anchored in the educator–child dyad, narrowing what becomes visible as pedagogy and obscuring the relational complexity of everyday life in ECEC settings.…
Conceptualising risk-taking in educational settings for enabling pedagogies of courage
Despite education discourses promoting risk-taking as a positive character trait, Australia has been identified as one of the most risk-averse countries in the developed world. This begs the question, why are Australians so risk averse? One reason may be a lack of common language and understanding about risk-taking, and an absence of risk-taking culture, in Australian educational settings. In this article, I continue an ongoing conversation about…
Sustaining the Early Childhood Education and Care Workforce Through University-Led Innovations: The Role of the Teaching Coach
The importance of Early Childhood Education and Care (ECEC) is recognised by Australian governments and significant reforms are being implemented to increase access to high-quality ECEC. Whilst increased recognition and access are vital, so are strategies to support a high-quality and sustainable workforce. One strategy is for governments to partner with universities to support Diploma-qualified educators to upskill to become teachers. Providing …
Inequality, social justice and the purpose of Early Childhood Education
Early childhood education and care (ECEC) – as with education more generally – should be a central plank of a suite of social policies designed to support more socially just societies. However, universal access to ECEC in itself, will not redress inequalities. This paper draws upon reports from the Australian Children’s Education and Care Quality Authority (ACECQA), and data from three doctoral studies nested within the Australian Exemplary Early…
High quality educators’ conceptualisation of children’s risk-taking in early childhood education: Provoking educators to think more broadly
Children’s risk-taking is increasingly acknowledged as an important part of early childhood education. Previous research has predominantly focussed on children’s engagement with, and educators’ perspectives on, children’s risk-taking in outdoor physical play. However, little attention has been paid to how educators conceptualise children’s risk-taking more broadly. Our study addresses this research gap. A three-site case study, the research gathe…
Becoming a researcher: The process of ‘stirring in’ to data collection practices in early childhood education research
The theory of practice architectures is a useful theoretical, methodological and analytical tool for educational research. The use of the theory is emerging as germane in early childhood education research. This article explores concepts from the theory as applied in an early childhood education research project. The article focuses on the concept of stirring in, a view of learning advanced by the theory of practice architectures. To describe and…
Becoming a researcher: The process of ‘stirring in’ to data collection practices in early childhood education research
The theory of practice architectures is a useful theoretical, methodological and analytical tool for educational research. The use of the theory is emerging as germane in early childhood education research. This article explores concepts from the theory as applied in an early childhood education research project. The article focuses on the concept of stirring in, a view of learning advanced by the theory of practice architectures. To describe and…
High quality educators’ conceptualisation of children’s risk-taking in early childhood education: Provoking educators to think more broadly
Children’s risk-taking is increasingly acknowledged as an important part of early childhood education. Previous research has predominantly focussed on children’s engagement with, and educators’ perspectives on, children’s risk-taking in outdoor physical play. However, little attention has been paid to how educators conceptualise children’s risk-taking more broadly. Our study addresses this research gap. A three-site case study, the research gathe…
Becoming a researcher: The process of ‘stirring in’ to data collection practices in early childhood education research
The theory of practice architectures is a useful theoretical, methodological and analytical tool for educational research. The use of the theory is emerging as germane in early childhood education research. This article explores concepts from the theory as applied in an early childhood education research project. The article focuses on the concept of stirring in, a view of learning advanced by the theory of practice architectures. To describe and…
Inequality, social justice and the purpose of Early Childhood Education
Early childhood education and care (ECEC) – as with education more generally – should be a central plank of a suite of social policies designed to support more socially just societies. However, universal access to ECEC in itself, will not redress inequalities. This paper draws upon reports from the Australian Children’s Education and Care Quality Authority (ACECQA), and data from three doctoral studies nested within the Australian Exemplary Early…
Sustaining the Early Childhood Education and Care Workforce Through University-Led Innovations: The Role of the Teaching Coach
The importance of Early Childhood Education and Care (ECEC) is recognised by Australian governments and significant reforms are being implemented to increase access to high-quality ECEC. Whilst increased recognition and access are vital, so are strategies to support a high-quality and sustainable workforce. One strategy is for governments to partner with universities to support Diploma-qualified educators to upskill to become teachers. Providing …
Towards an Ecology of Relations: Reconceptualising Relational Pedagogy in Early Childhood Education and Care
Relational pedagogy has shifted educational focus from knowledge transmission to cultivating relational conditions for learning, foregrounding responsiveness, recognition, and democratic participation. In early childhood education and care (ECEC), however, “the relational” remains predominately anchored in the educator–child dyad, narrowing what becomes visible as pedagogy and obscuring the relational complexity of everyday life in ECEC settings.…
Conceptualising risk-taking in educational settings for enabling pedagogies of courage
Despite education discourses promoting risk-taking as a positive character trait, Australia has been identified as one of the most risk-averse countries in the developed world. This begs the question, why are Australians so risk averse? One reason may be a lack of common language and understanding about risk-taking, and an absence of risk-taking culture, in Australian educational settings. In this article, I continue an ongoing conversation about…
Early childhood (5 works) · Early childhood education (5 works) · Pedagogy (4 works) · Psychology (4 works) · Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Innovative Education and Learning Practices (3 works) · Social science (3 works) · Sociology (3 works) · Economics (2 works)