Victoria University Open Journals
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(Re)framing Early Childhood Education: A Critical Reflection Through Macrocosmic and Inclusive Lenses
No full textThis conceptual study explores the implications of multiculturalism on the practice and pedagogy of early childhood education and care (ECEC). Adopting an inclusion lens, it seeks to understand ways in which different ideas about ECEC have been developed and codified. In a global context, with competing and evolving values and imperatives, it can be difficult to establish and maintain consistent principles on the care and education of young children. In Australia, a multicultural country, with large numbers of recent immigrants entering the early childhood workforce, these differing views of the child can present challenges with parents, colleagues and the children themselves. This article unpacks some of the contemporary perspectives in Australia, focusing on intercultural collaborations. We share case studies from our own work in teacher education to show how differing perspectives can be shared and celebrated. We introduce multidisciplinary, multi-contextual perspectives on the future of ECEC and aim to bring curiosity and openness to diverse insights on what ECEC is and can be
Editorial
No full textIn this inaugural issue of the Journal of Early Years Insights (JoEYI), we introduce a platform dedicated to advancing knowledge, dialogue, and innovation in early childhood education. JoEYI foregrounds inclusivity, equity, and quality, providing a space for scholars, educators, and policymakers to critically engage with the complex social, cultural, and pedagogical dimensions of early learning. This issue features research and reflections that integrate care, inquiry, and inclusive practice, inviting readers to reimagine early childhood education as a field that is both responsive and transformative for children, families, and communitie
The Block in the Field: Intensive Out-of-Classroom Experiences
No full textThe purpose of this paper is to examine the extent to which block field trips constitute authentic generative learning opportunities for students and effective curricular choices for instructors. The field trips featured in this research are situated within the context of work integrated learning (WIL) (e.g., Sachs, Rowe, & Wilson, 2016). The theoretical frame used in this study is the WIL Framework developed by Campbell et al. (2019) whose four domains of practice are the student experience, curriculum design, institutional requirements, and stakeholder engagement. Case study methods are used, supported by the interpretivist approaches used in phenomenography. Four types of field trips provide case studies which are analyzed according to their contexts, strengths, challenges, opportunities, and risks. Results of this research reveal that for field trips within the block model, faculty preparation, disciplinary accessibility to field excursions, administrative expectations, student commitment, and user-friendliness of field trip sites must be considered. 
Getting back to block teaching: developing a university active teaching and learning model
No full textIn recent years, De Montfort University (DMU) has made strides in enhancing its offer to students with the introduction of a block curriculum model. This was a major change programme for DMU across our campuses and over 80% of our students now study in Block mode. Student survey results point to positive gains across a range of measures. To date the focus of this change programme has been on the curriculum delivery. The university deployed curriculum sprints to revalidate our programmes, thereby ensuring our courses moved over to block mode in a timely way. More recently, the university has turned its attention to Block pedagogy as we recognised that a unified set of core teaching expectations has been lacking, leaving new academic staff reliant on peer support and communities of practice. To address this gap, DMU developed its Active Teaching and Learning Model informed by key academic literature. This model identifies seven principles of good teaching practice: building community and belonging, encouraging engagement and attendance, ensuring relevant and experiential learning, delivering prompt and useful feedback, offering diverse learning approaches, maintaining high expectations, and respecting diversity. The model serves as a practical framework to embed active teaching and learning to maximise the benefits of block curriculum
Do Online Maths tools improve undergraduate mathematics outcomes within the block teaching model?
No full textA notable decline in secondary mathematics enrolment has raised concerns over numerical capacity and readiness for STEM learning in tertiary education over recent years. This has prompted some university academics to shift from traditional pedagogical delivery methods to a constructivist teaching approach such as incorporating online teaching tools within a more interactive learning environment. While some online tools have been purpose build, none to the best of our knowledge have been contextualised for biomedical sciences, or supported by research into their effectiveness when taught within the block teaching model. The aim of this study was to investigate the use of freely available online mathematics learning tools when applied to the biomedical sciences taught in a time compressed block teaching format. One hundred and seventy-six first year students completed a survey reflecting on their level of comfort, competence, and enjoyment of mathematics, including their highest level of previous study in the discipline. Students were also surveyed about their tertiary entrance rank and completed a short quiz to establish their pre-learning numeracy skill baseline. Students completed a post-unit assessment at the end of each unit, together with a survey about the extent of their online tool usage. Our results show that there is significant improvement (p<0.001) when students supplemented their learning using online maths tools, by a clear pre versus post increase in tests results. This improvement was statistically significant and remained consistent across all identified ability groups. However, this improvement was not linked to the students’ university entrance rank score and interestingly nor was the result skewed by differential group usage of the online resources provided
Care in the curriculum for 3-year-old children: A qualitative case study of one provider in Victoria
No full textThe early childhood education and care (ECEC) sector has seen significant reform over the past 20 years. Outwardly, this has contributed to the care versus education dichotomy, seemingly decentering care in the pursuit of neoliberalist educational and economic outcomes. Recent inquiries, reports and recommendations have demonstrated a keen focus on these educational and economic outcomes, further contributing to the commentary that care and education are separate and exist unconnectedly within the ECEC sector. Global literature on the matter of care demonstrates that while care is fundamental to the life-long trajectories of children under the age of 3 years, the matter is less focused on children in their preschool years. This further adds to the argument for the replacement of care with educational pursuits in more formal ECEC settings. To contribute to this international dialogue through a phenomenological paradigm, I have conducted a single-site case study of a standalone kindergarten in the eastern suburbs of Naarm (Melbourne) to understand the way in which the early childhood teacher (ECT) working with 3-year-old children makes decisions about the inclusion of care in their curriculum. A triangulation approach to data generation alongside a quadrilateral theory of care and a deductive reflexive thematic analysis reveals that the ECT’s curriculum decisions surrounding play and the design of the environment play a significant role in how 3-year-old children experience care
Building a Picture of the Block Model: A Scoping Review
No full textIntensive Modes of Delivery (IMD) and the Block Model (BM) are gaining traction in higher education as examples of innovative pedagogical approaches, with institutions worldwide implementing these approaches and reporting success. A growing body of literature examines the teaching and learning designs, student outcomes and experiences associated with these models. This paper presents a scoping literature review to provide a broad understanding of the literature underlying IMD and BM, as well as the teaching, learning and design elements involved. At the time of this research, no recent scoping review has explored the IMD and BM literature. Using online databases, 138 sources published between January 2000 and June 2024 were identified. The majority of studies came from Australia (62%), followed by USA (17%) and the UK (9%). These sources primarily focused on student engagement with intensive formats (77%), teaching practices (32%), and course design (33%). Benefits (93%) and challenges (69%) were highlighted, with studies reporting improved student outcomes (62%) and concerns connected to the student experience (28%). However, contradictory findings on student satisfaction, preferences, workload perceptions, and institutional delivery approaches were found. While the literature points to enhanced engagement and academic achievement for students, further research—particularly on high-impact pedagogies and longitudinal studies on content retention—is needed to better understand these delivery modes
Why STEM Inquiry Program must begin in Early Childhood Education?
No full textSTEM education, focusing on cultivating a "scientific spirit" and "learning by doing" through inquiry, observation, and problem-solving, has gained global attention. However, evidence supporting its efficacy for Kindergarten children (K1-K3) is limited. This paper reports findings from a Science Inquiry Program (SIP) intervention study in 18 early childhood settings (6 experimental; 12 control) in Hong Kong, aligned with the Curriculum Development Council (2017) “Nature and Life” guidelines. Surveys at three timepoints (T0, T1, T2) addressed: Do children in the experimental group improve more than the control group in multiple outcomes? Results show that with teacher professional development and emphasis on agency, a light-dose intervention can significantly enhance skills, attitudes, confidence, interest, and reduce negative emotions. The essence of STEM inquiry should be to cultivate learners’ curiosity and problem-solving skills through securing educator-child bonds to ease inquiry anxiety, reinforcing early STEM’s value and implementation success in Hong Kong’s preschool context