Victoria Minson
Biographic Data
| ID | 6828509 |
|---|---|
| NAME | Victoria Minson |
| GIVEN NAMES | Victoria |
| FAMILY NAME | Minson |
| SIGNATURE | MINSON V |
| AFFILIATIONS | Australian Catholic University |
| ORCID | 0000-0001-9999-0582 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Assessment for learning within Australia's Early Years Learning Framework
Early childhood assessment in Australia is guided by Australia's Early Years Learning Framework and a ‘storied’ approach. This article argues that Australia's policy and practice discourses of assessment in early childhood education lack clarity. The article situates early childhood assessment practice within Australia's curriculum, policy and regulatory context. Literature regarding Learning Stories assessment as a dominant discourse is presente…
Trauma-informed Interventions in Early Childhood Education and Care Settings
Trauma in early childhood is a significant public health concern. Early Childhood Education and Care (ECEC) services are uniquely positioned to buffer the negative impact of early childhood trauma on children. This scoping review synthesized studies evaluating trauma-informed interventions in ECEC settings through a systematic search of four relevant online databases (PsycINFO, Medline, ERIC, A+ Education). Fourteen studies met the inclusion crit…
Rethinking Assessments
This paper presents a picture of the current theoretical positions and methods used to assess children’s development. A maturational understanding of development is seen to be predominately used to inform the assessment tools which track how children develop across the 0—5 age group. This paper proposes that with the movement towards a cultural-historical understanding of development, a tool following from this standpoint should be developed. It …
No prominent works on this page.
Rethinking Assessments
This paper presents a picture of the current theoretical positions and methods used to assess children’s development. A maturational understanding of development is seen to be predominately used to inform the assessment tools which track how children develop across the 0—5 age group. This paper proposes that with the movement towards a cultural-historical understanding of development, a tool following from this standpoint should be developed. It …
Assessment for learning within Australia's Early Years Learning Framework
Early childhood assessment in Australia is guided by Australia's Early Years Learning Framework and a ‘storied’ approach. This article argues that Australia's policy and practice discourses of assessment in early childhood education lack clarity. The article situates early childhood assessment practice within Australia's curriculum, policy and regulatory context. Literature regarding Learning Stories assessment as a dominant discourse is presente…
Trauma-informed Interventions in Early Childhood Education and Care Settings
Trauma in early childhood is a significant public health concern. Early Childhood Education and Care (ECEC) services are uniquely positioned to buffer the negative impact of early childhood trauma on children. This scoping review synthesized studies evaluating trauma-informed interventions in ECEC settings through a systematic search of four relevant online databases (PsycINFO, Medline, ERIC, A+ Education). Fourteen studies met the inclusion crit…
Developmental psychology (3 works) · Psychology (3 works) · Early childhood (2 works) · Early childhood education (2 works) · Early Childhood Education and Development (2 works) · Archaeology (1 work) · Assessment for learning (1 work) · Australian Curriculum (1 work) · Child Abuse and Trauma (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work)