Kate Highfield
Biographic Data
| ID | 7442591 |
|---|---|
| NAME | Kate Highfield |
| GIVEN NAMES | Kate |
| FAMILY NAME | Highfield |
| SIGNATURE | HIGHFIELD K |
| AFFILIATIONS | University of Canberra |
| ORCID | 0000-0003-0167-5248 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Pedagogical strategies for supporting young children’s technical and social understandings of the internet as a basis for online safety education in the early years
Does play belong in primary schools? Australian teachers’ perspectives
Teachers’ conceptualisations of play significantly influence its integration in school contexts, yet these perceptions remain understudied. This study employs Parker et al.’s (2022) Framework for Quality Learning through Play as a theoretical lens to examine how Australian primary school teachers conceptualise play within educational contexts. Data collected from 238 practicing teachers across Australia was analysed through descriptive statistics…
A randomised controlled trial of an implementation strategy delivered at scale to increase outdoor free play opportunities in early childhood education and care (Ecec) services
Australian New Zealand Clinical Trials Registry ( ACTRN12621000987864 ). Prospectively registered 27th July 2021, ANZCTR - Registration
Young children’s agency with digital technologies
This paper examines the evidence of children's agency in research about infants, toddlers and technologies. It finds that an implicit reliance on technological determinism as a theoretical perspective for positioning technologies relative to young children's development tends to shape research in terms of understanding the impact of technologies on young children. Drawing on critical constructivism as a philosophical stance on technologies, this …
No prominent works on this page.
A randomised controlled trial of an implementation strategy delivered at scale to increase outdoor free play opportunities in early childhood education and care (Ecec) services
Australian New Zealand Clinical Trials Registry ( ACTRN12621000987864 ). Prospectively registered 27th July 2021, ANZCTR - Registration
Young children’s agency with digital technologies
This paper examines the evidence of children's agency in research about infants, toddlers and technologies. It finds that an implicit reliance on technological determinism as a theoretical perspective for positioning technologies relative to young children's development tends to shape research in terms of understanding the impact of technologies on young children. Drawing on critical constructivism as a philosophical stance on technologies, this …
Does play belong in primary schools? Australian teachers’ perspectives
Teachers’ conceptualisations of play significantly influence its integration in school contexts, yet these perceptions remain understudied. This study employs Parker et al.’s (2022) Framework for Quality Learning through Play as a theoretical lens to examine how Australian primary school teachers conceptualise play within educational contexts. Data collected from 238 practicing teachers across Australia was analysed through descriptive statistics…
Pedagogical strategies for supporting young children’s technical and social understandings of the internet as a basis for online safety education in the early years
Early childhood education (3 works) · Psychology (3 works) · Child Development and Digital Technology (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Acknowledgement (1 work) · Affordance (1 work) · Agency (philosophy (1 work) · Baseline (sea (1 work) · Biostatistics (1 work)