Emma Ellis
Biographic Data
| ID | 9595378 |
|---|---|
| NAME | Emma Ellis |
| GIVEN NAMES | Emma |
| FAMILY NAME | Ellis |
| SIGNATURE | ELLIS E |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-5033-4530 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
‘Now it goes to my blood’
Concerns with the quality and quantity of early childhood educators’ skills and knowledge in theories of child development in Australian early childhood education have persisted for over a decade. This alleged child development theory-practice gap appears problematic in light of a well-established body of evidence attesting to the need for, and value of, child development knowledge when working with preschool-aged children. This multiple case stu…
‘We’re just touching the surface’
Three Australian Government reports released between 2011 and 2017 highlight a child development theory–practice gap in Australian early childhood initial teacher education. This qualitative study explores what informs university lecturers’ teaching of child development theory in tertiary programmes. Grounded in Interpretative Phenomenological Analysis, four themes are discussed from a Freirean inspired perspective. According to those interviewed…
No prominent works on this page.
‘We’re just touching the surface’
Three Australian Government reports released between 2011 and 2017 highlight a child development theory–practice gap in Australian early childhood initial teacher education. This qualitative study explores what informs university lecturers’ teaching of child development theory in tertiary programmes. Grounded in Interpretative Phenomenological Analysis, four themes are discussed from a Freirean inspired perspective. According to those interviewed…
‘Now it goes to my blood’
Concerns with the quality and quantity of early childhood educators’ skills and knowledge in theories of child development in Australian early childhood education have persisted for over a decade. This alleged child development theory-practice gap appears problematic in light of a well-established body of evidence attesting to the need for, and value of, child development knowledge when working with preschool-aged children. This multiple case stu…
Early childhood education (2 works) · Early Childhood Education and Development (2 works) · Qualitative research (2 works) · Teacher Education and Leadership Studies (2 works) · Career development (1 work) · Child development (1 work) · Critical theory (1 work) · Developmental psychology (1 work) · Developmental stage theories (1 work) · Developmentally Appropriate Practice (1 work)