Leanne Lavina

Dados Biográficos

ID4599990
NOMELeanne Lavina
PRENOMESLeanne
SOBRENOMELavina
ASSINATURALAVINA L
AFILIAÇÕESEdith Cowan University
ORCID0000-0001-6849-8624
VERIFICADOSim
TOTAL DE OBRAS6
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR6
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2023
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H0

  • Text Messaging Programs to Support Family Literacy Practices

    Open AccessLennie Barblett, Leanne Lavina et al.ARTICLEEarly Childhood Education Journal2026

    Using bulk digital text messaging has been shown to be effective in many different fields such as health program interventions and supporting parents/carers. Evaluations of these interventions indicate positive changes in practice; however, it appears the potential of digital messaging through short message services (SMS) have not been fully taken advantage of in early childhood education. This scoping review using Arksey and O’Malley’s (2005) ap…

  • Co‐Designing a Children's Transition Charter for the Transition to School

    Open AccessLennie Barblett, Leanne Lavina et al.ARTICLEChildren & Society2025Referências: 35

    This project sought to gather the voices of young children to investigate whether a co‐development process could be used to develop a transition to school charter with children and their teachers. Children's experiences of the transition to school can have far‐reaching effects on their continuing educational journey. Seven teachers from the early years of school and 52 children (3–5 years) participated in the project over a school year. Participa…

  • The quest for continuous quality improvement in Australian long day care services

    Open AccessSusan Irvine, Susan Lee Irvine et al.ARTICLEFrontiers in Education2024

    The National Quality Framework (NQF) was intended to drive continuous improvement in education and care services in Australia. Ten years into implementation, the effectiveness of the NQF is demonstrated by steady improvements in quality as measured against the National Quality Standard (NQS). The process of assessing and rating services is a key element in the NQF, drawing together regulatory compliance and quality assurance. This paper draws on …

  • Engaging stakeholders to inform policy developments in early childhood education and outside school hours care

    Open AccessFay Hadley, Lincoln J Harrison et al.ARTICLEFrontiers in Education2024

    The application of engagement strategies to ensure democracy of decisions is increasingly valued and adopted by governments to ensure trust in the process and ownership of the outcome. This paper describes the approach and methods used to engage early childhood education and care (ECEC) and outside school hours care (OSHC) stakeholders in the contemporizing and updating of Australia’s national Approved Learning Frameworks (ALFs): Belonging, Being…

  • Transforming transitions to primary school

    Open AccessFiona Boylan, Lennie Barblett et al.ARTICLEEuropean Early Childhood…2024

    Transition to school experiences influence children’s wellbeing, development, and learning at the time of transition and future transitions. Effective transitions require schools to engage with children and families in ways that connect and empower them in the transition process. In this study children aged 3–6 years and their teachers used a Funds of Knowledge (FoK) and Funds of Identity (FoI) lens to reimagine transition practices for children …

  • Conceptualising the education and care workforce from the perspective of children and young people

    Open AccessJ Cartmel, Susan Irvine et al.ARTICLEFrontiers in Education2023

    Children are significant stakeholders within education and care settings. Their views can be invaluable in thinking about what matters to conceptualising, assessing and improving quality in Early Childhood Education and Care (ECEC) and Outside School Hours Care (OSHC) settings. As stakeholders, children’s views are rarely listened to by Australian policy makers to assess what constitutes quality and how the quality can be improved. In the process…