Publications
Catherine McCluskey, Anna Kilderry, Joanne Mulligan, Virginia Kinnear
(2023), Vol. 35, pp. 287-315, Mathematics Education Research Journal, Berlin, Germany, C1
Support for children and families at risk of experiencing vulnerability in early years transitions
Andrea Nolan, Anna Kilderry
(2022), pp. 83-90, Evaluating Transition to School Programs Learning from Research and Practice, Abingdon, Eng., B1
E Hunkin, A Kilderry, A Nolan
(2022), Vol. 23, pp. 166-181, Contemporary Issues in Early Childhood, C1
Family school partnership discourse: Inconsistencies, misrepresentation, and counter narratives
Gillian Baxter, Anna Kilderry
(2022), Vol. 109, pp. 1-13, Teaching and Teacher Education, Amsterdam, The Netherlands, C1
Shadowing methodology and the role of the Educational Leader
M Hughes, A Kilderry, R Keamy
(2022), pp. 1-14, Early Years, London, Eng., C1
Nature's Laboratory: STEM learning in the outdoors
Chris Speldewinde, Anna Kilderry, Coral Campbell
(2022), Canberra, A.C.T., A6
"We appreciate the efforts, but is this enough?": Inclusive education in the Maldives
Amathullah Shakeeb, Ben Whitburn, Anna Kilderry
(2021), Vol. 47, pp. 145-157, Inclusive education is a right, right?, Leiden, The Netherlands, B1
Cross-sectoral professional relationships and transition to school: an Australian study
A Nolan, A Kilderry, C Chu
(2021), Vol. 41, pp. 476-490, Early Years, C1
Ethnography and Bush Kinder Research: A Review of the Literature
C Speldewinde, A Kilderry, C Campbell
(2021), Vol. 46, pp. 263-275, Australasian Journal of Early Childhood, C1
'All the things children can see': understanding children's noticing in bush kinders
C Speldewinde, A Kilderry, C Campbell
(2021), Vol. 24, pp. 151-167, Journal of Outdoor and Environmental Education, C1
Facilitating children's agency in early childhood education and care
Caroline Scott, Andrea Nolan, Anna Kilderry
(2020), pp. 124-135, Strong Foundations: Evidence informing practice in early childhood education and care, Camberwell, Vic., B1
Introduction: early childhood education and care in challenging times
Anna Kilderry, Bridie Raban
(2020), pp. 2-10, Strong foundations: evidence informing practice in early childhood education and care, Camberwell, Vic., B1
Transitions in early childhood education (Australia)
Anna Kilderry
(2020), pp. 1-9, Bloomsbury education and childhood studies, London, Eng., B1
Beyond the preschool gate: teacher pedagogy in the Australian 'bush kinder'
Christopher Speldewinde, Anna Kilderry, Coral Campbell
(2020), pp. 1-15, International journal of early years education, Abingdon, Eng., C1
Storying un/belonging in early childhood
N David, A Kilderry
(2019), Vol. 9, pp. 84-95, Global studies of childhood, London, Eng., C1
Shelley Hannigan, Anna Kilderry, Lihua Xu
(2018), pp. 1-23, Research handbook on childhoodnature: assemblages of childhood and nature research, Cham, Switzerland, B1
Teacher accounts of parent involvement in children's education in China
K Guo, A Kilderry
(2018), Vol. 69, pp. 95-103, Teaching and teacher education, Amsterdam, The Netherlands, C1
Early childhood education policies in Australia
B Raban, A Kilderry
(2017), Vol. 35, pp. 1-30, Early childhood education policies in Asia Pacific: advances in theory and practice, Berlin, Germany, B1
'Out of the loop': early childhood educators gaining confidence with unfamiliar policy discourse
A Kilderry, A Nolan, C Scott
(2017), Vol. 37, pp. 341-354, Early years, Abingdon, Eng., C1-1
Support for children and families at risk of experiencing vulnerability: practice review report
A Nolan, A Kilderry, J Beahan, C Lanting, C Speldewinde
(2017), Melbourne, Vic., A6
Supporting Children's Resilience: Early Childhood Educator Understandings
K Archdall, A Kilderry
(2016), Vol. 41, pp. 58-65, Australasian Journal of Early Childhood, C1
Repositioning developmentalism
A Kilderry
(2015), pp. 116-126, A critical companion to early childhood, London, Eng., B1
The intensification of performativity in early childhood education
A Kilderry
(2015), Vol. 47, pp. 633-652, Journal of curriculum studies, London, Eng., C1
Intentional pedagogies: Insights from the past
A Kilderry
(2015), Vol. 40, pp. 20-28, Australasian journal of early childhood, Fyshwick, A.C.T., C1
Teachers in early childhood policy
A Kilderry
(2014), Vol. 29, pp. 242-262, Journal of education policy, Abingdon, England, C1-1
Development and trial of a 'transition to school' statement: final report
A Nolan, A Kilderry, C Chu
(2014), Sydney, N.S.W., A6-1
Tablet technologies in early childhood: pedagogical possibilities and limitations
A Kilderry
(2013), Vol. 12, pp. 23-28, Hong Kong journal of early childhood, Hong Kong, Hong Kong, C1-1
Becoming numerate with information and communications technologies in the twenty-first century
N Yelland, A Kilderry
(2010), Vol. 18, pp. 91-106, International journal of early years education, Abingdon, England, C1-1
Fields of practice as discursive projects
K Noble, K Macfarlane, A Kilderry, A Nolan
(2005), pp. 2-10, Circles of change: challenging orthodoxy in pracitioner supervision, Frenchs Forest, N.S.W., B1-1
Developing skills of thinking otherwise and critical reflection
K Macfarlane, K Noble, A Kilderry, A Nolan
(2005), pp. 11-20, Circles of change: challenging orthodoxy in pracitioner supervision, Frenchs Forest, N.S.W., B1-1
Against the tide: new ways for early childhood education.
N Yelland, A Kilderry
(2005), pp. 1-13, Critical issues in early childhood, New York, N.Y., B1-1
Postmodernism, passion and potential for future childhoods
N Yelland, A Kilderry
(2005), pp. 243-248, Critical issues in early childhood, New York, N.Y., B1-1
A day in the life: Rethinking numeracy in the information age
A Kilderry
(2005), Vol. 12, pp. 113-121, Journal of Australian Research in Early Childhood Education, Canberra. A.C.T., C1-1
Multiple ways of knowing and seeing: reflections on the renewed vigour in early childhood research
A Kilderry, A Nolan, K Noble
(2004), Vol. 29, pp. 24-28, Australian journal of early childhood, Australia, C1-1
Critical pedagogy: a useful frame for early childhood curricula decision making
A Kilderry
(2004), Vol. 29, pp. 33-37, Australian journal of early childhood, Fyshwick, A.C.T., C1-1
ICT and numeracy in the knowledge era: creating contexts for new understandings
A Kilderry, N Yelland, V Lazaridis, S Dragicevic
(2003), Vol. 79, pp. 293-298, Childhood education, Abingdon, Eng., C1-1
Funded Projects at Deakin
Other Public Sector Funding
NSW Transition to School
Prof Andrea Nolan, A/Prof Anna Kilderry
Department of Education and Communities NSW
- 2014: $126,629
Support for children and families at risk of experiencing vulnerability in early years transitions: Practice review
Prof Andrea Nolan, A/Prof Anna Kilderry
DETVic Grant - Research - Department of Education and Training Victoria
- 2017: $90,935
- 2016: $35,160
Industry and Other Funding
Enabling environments for early childhood education and care: the relational space
Ms Caroline Scott, Prof Andrea Nolan, A/Prof Anna Kilderry, Prof Helen Skouteris
Early Childhood Management Services
- 2017: $25,849
- 2016: $25,849
- 2015: $25,849
A Praxeological Inquiry: Rethinking In/equity in Early Childhood Practice
A/Prof Anna Kilderry
Geelong Kindergarten Association Ltd
- 2016: $1,800
Supervisions
Gillian Baxter
Thesis entitled: Family School Partnerships within an Era of Reform
Doctor of Philosophy (Education), School of Education
Christopher Andrew Speldewinde
Thesis entitled: An ethnographic investigation into STEM teaching and learning in Bush Kinders
Doctor of Philosophy (Education), School of Education
Rosemarie Scott
Thesis entitled: Educator Perceptions About Transition-to-School Practices: A Bourdieusian Analysis
Doctor of Philosophy (Education), School of Education
Amathullah Shakeeb
Thesis entitled: Inclusive Early Childhood Education in the Maldives
Doctor of Philosophy (Education), School of Education
Elham Mohammadi
Thesis entitled: Identity and expression of selves in Iranian English-as-a-Foreign-Language classrooms
Doctor of Philosophy (Education), School of Education
Caroline Scott
Thesis entitled: Children's agency: Exploring early childhood educator-child interactions
Doctor of Philosophy (Education), School of Education
Elise May Hunkin
Thesis entitled: Problematising Quality Reform Policy in Australian Early Childhood Education and Care
Doctor of Philosophy (Education), School of Education