Profile image of Andrea Nolan

Prof Andrea Nolan

STAFF PROFILE

Position

Professor In Education (Early Childhood)

Faculty

Faculty of Arts and Education

Department

SoE Arts & Ed

Campus

Geelong Waurn Ponds Campus

Qualifications

Doctor of Philosophy, Deakin University, 2000
Master of Education, Deakin University, 1995
Bachelor of Education, Inst. of Early Childhd Dvlpmt, 1982
Diploma of Teaching, State College of Victoria, 1978

Contact

a.nolan@deakin.edu.au
+61 3 522 73435

Biography

Andrea is Professor of Early Childhood Education in the School of Education, Faculty of Arts and Education at Deakin University. She is a member of Deakin University’s Strategic Research Centre (SRC) – Research for Educational Impact (REDI) and a deputy-leader of the Children, Young People and their Communities research strand within the SRC. Andrea is the founder and Chair of the Victorian Early Childhood Research Consortium (VECRC), a group of 83 cross-disciplinary researchers from a number of Victorian universities who come together to grow and support research capacity in early childhood. This group was initially established by Andrea in 2011 with 5 members.
Andrea has worked on a number of State, National and international projects concerning literacy development, program evaluation, and the professional learning of teachers/educators. Since 2007, Andrea has produced a significant body of research focusing on the capabilities of the Early Childhood Education and Care (ECEC) workforce with a specific interest in the professional learning of educators and their practice. She has researched the impact of the current Australian reform agenda on professional identities and educator practice, mentoring, inter-professional work, and reflective practice. A significant concentration of her most recent research and publications (since 2011) explores the concept of mentoring and how this can be harnessed to enhance professional learning for the ECEC sector. This work received international recognition when she was invited by the New Zealand Teacher Council (2012-2014) to contribute to the development of their own models for teacher induction and mentoring, and to present two public lectures, in successive years, at SEGI University in Malaysia (2013, 2014).
Currently she is using the capability approach framework and Bourdieusian theory to draw out implications for the professional learning of the ECEC workforce. This work has been reviewed as making a valuable contribution to the discourse of ECEC professionalism and professional learning. For example, one paper which illustrates the role of professional learning in building teacher confidence, and the connection with professional capital has 3500 downloads (as at 25th March 2019).
Educator practice has been a complementary theme to her research where she has focused on young children’s literacy development, transition to school practices, and practice that improves outcomes for children and families. Andrea have acted as Chief Investigator on a number of projects that have influenced early childhood practice. The reputation of her work relating to teacher practice is demonstrated by an invitation to contribute a chapter to an international handbook on the philosophies and theories of Early Childhood Education and Care (2016) – one of two Australian researchers invited, and an entry into the Springer Encyclopaedia of Teacher Education (2019). Coupled with this was her commissioned contribution to the Australian Children’s Education and Care Quality Authority’s (ACECQA) Educational Leader resource (2019) to be used by all children’s services leaders throughout Australia.
Of particular note is that Andrea is a recipient of three ARC grants, and has been successful in attracting a total of $6,825,400 in research funding since 2003.

Read more on Andrea's profile

Research interests

Andrea's personal research interests include exploring the capability of the Early Childhood Education and Care workforce, mentoring, the professional learning of teachers, early childhood pedagogy, literacy and the use of reflective practice as a way to enhance teachers’ professional growth.

 

HDR supervisory theses titles

  • Effective family partnerships in early childhood education and care – an investigation of the nature of interactions between educators and parents
  • Development and efficacy of the Teacher's Optimal Relationship Approach (TORA)
  • Mentoring in early childhood/primary pre-service teacher education: the Kinda Kinder Program
  • Problematising 'quality' in early childhood education and care policy reform in Australia
  • Children's Agency: Exploring early childhood educator-child interactions
  • Children's educational experiences during times of conflict: A Narrative Inquiry
  • Towards inclusive workforce development: Socio-economic diversity in the Australian early childhood workforce and its implications for practice
  • Implementing family/school partnerships: A case study in Victorian primary schools
  • Supporting parent-child relationships in early childhood to improve children's development
  • Children at risk of school exclusion: the role of NDPT within the support system
  • Engaging with the Early Years Learning Framework

Affiliations

ECA - Early Childhood Australia

AARE - Australian Association for Research in Education

AGECS - The Association of Graduates in Early Childhood Studies

OMEP Australia

ISEI - International Society on Early Intervention

VECRC - Victorian Early Childhood Research Consortium
 

Knowledge areas

  • Early childhood workforce capabilities including professional learning
  • Transition to school
  • Early language and literacy learning
  • Early childhood pedagogy
  • Inter-professional practice

Projects

2017 - 2022 A best practice framework for playgroups-in-schools. ARC Linakge. $336,000.

 

2016 - 2017 Transition to School Practice Review. Department of Education and Training (Victoria). $128,920.

 

2015 - 2016 Thinking differently about practice: Developmental play. State Primary School. $13,400.

 

2015 - 2017 Early childhood educators as agents in improving intergenerational educational outcomes. ARC Discovery. $546,632.


2015  Teacher talk in the early years: Building children’s oral language for literacy – Pilot study. Wyndham Best Start Grant. $10,000.


2015   Young children's internet cognition. Australian Catholic University Research Fund. $17,729.


2015  Cyber-safety education in early childhood. auDA Foundation. $15,217.

 

2015 Making a Difference for Young Gifted and Talented Learners. Department of Education and Training (Vic). $49,250.

 

2013 – 2014 Development and trial of a ‘Transition to School’ statement. NSW Department of Education and Communities. $196,317.


2012 - 2014 Evaluation of the Guidelines for Induction and Mentor Teachers: a Three Year Longitudinal Study. Teachers Council, New Zealand. $596,540.


2011 - 2013 State-wide Professional Mentoring Program for Early Childhood Teachers. Department of Education and Early Childhood Development (Vic). $1,300,000.


2010 – 2012 Interagency Collaboration Supporting Resilient Students, Families, Schools in Disadvantaged Communities. Australian Research Council Linkage Grant. $406,857.


2010 Strategic Professional Development: Online Learning Communities for Rural & Remote Early Childhood Educators. Internal Research Grant University of New England. $4915.


2010 - 2011 Outcomes and Indicators of a Positive Start to School: Development of Framework and Tools. Department of Education and Early Childhood Development (Vic). $144,071.


2009 Outcomes of a Positive Start to School. Department of Education and Early Childhood Development (Vic). $39,600.


2009 Exploring an Innovative Kindergarten Model, City of Greater Geelong, Victoria. $9,990.


2008 - 2009 Developing and Sustaining Pedagogical Leadership in Early Childhood Education and Care Professionals. Australian Learning and Teaching Council. $148,151.


2008 Supporting  Early  Childhood  Early  Career  Teachers:  Recommendations, Foundation of Graduates in Early Childhood Studies, Victoria. $11,500.


2007 - 2011 The Young Learner’s Project, the Australian Scholarships Group. $500,000.


2007 - 2008 Exploring and Enhancing Levels of Reflection in Pre-service Early Childhood Teachers, self-funded.


2005 Using Guided Reflection to Assist Pre-service Teachers to analyse their Developing Perceptions of Teaching and Learning, Faculty of Education Staff Competitive Research Grant, The University of Melbourne. $1,561.


2004 Perspectives on Mentoring in Early Childhood Settings, Faculty of Education Staff Competitive Research Grant, The University of Melbourne. $1,630.


2004 Professional Partnership Network Project. Department of Family and Community Services. $177,000.


2003 - 2006 Evaluation of Best Start, Department of Human Services, Victoria. $473,795.

Publications

Filter by

2019

Applying intervention mapping to develop an early childhood educators' intervention promoting parent-child relationships

A O Connor, H Skouteris, A Nolan, M Hooley, W Cann, J Williams-Smith

(2019), Vol. 189, pp. 1033-1050, Early child development and care, Abingdon, Eng., C1

journal

The 'Universal Access to early childhood education' agenda in Australia: rationales and instruments

T Molla, A Nolan

(2019), Vol. 18, pp. 1-16, Educational research for policy and practice, Dordrecht, The Netherlands, C1

journal

Identifying professional functionings of early childhood educators

T Molla, A Nolan

(2019), Vol. 45, pp. 551-566, Professional development in education, Abingdon, Eng., C1

journal

Exploring the social justice work of early childhood educators

A Nolan, Stephen Lamb

(2019), Vol. 17, pp. 618-633, Policy futures in education, London, Eng., C1

journal

Cross-sectoral professional relationships and transition to school: an Australian study

A Nolan, A Kilderry, C Chu

(2019), pp. 1-15, Early years, Abingdon, Eng., C1

journal

Patterns of teacher talk and children's responses: the influence on young children's oral language

Louise Paatsch, Janet Scull, Andrea Nolan

(2019), Vol. 42, pp. 73-86, Australian journal of language and literacy, Bedford Park, S. Aust., C1

journal

Supporting teacher professionalism through tailored professional learning

Andrea Nolan, Tebeje Molla

(2019), Vol. 17, pp. 126-140, London review of education, London, Eng., C1

journal

Transforming practice through a professional learning program: barriers and enablers

A Nolan, K Guo

(2019), pp. 1-16, Early years, Abingdon, Eng., C1

journal
2018

Young children's everyday concepts about the internet: A platform for cyber-safety education in the early years

S Edwards, A Nolan, M Henderson, A Mantilla, L Plowman, H Skouteris

(2018), Vol. 49, pp. 45-55, British journal of educational technology, London, Eng., C1

journal

Teacher professional learning in Early Childhood education: insights from a mentoring program

A Nolan, T Molla

(2018), Vol. 38, pp. 258-270, Early years : an international research journal, London, Eng., C1

journal

(Re)affirming identities: implementing a play-based approach to learning in the early years of schooling

A Nolan, L Paatsch

(2018), Vol. 26, pp. 42-55, International journal of early years education, Abingdon, Eng., C1

journal

Using Intervention Mapping for child development and wellbeing programs in early childhood education and care settings

Amanda O'Connor, Claire Blewitt, Andrea Nolan, Helen Skouteris

(2018), Vol. 68, pp. 57-63, Evaluation and program planning, Amsterdam, The Netherlands, C1

journal

The influence of practicum supervisors' facilitation styles on student teachers' reflective thinking during collective reflection

L Foong, M Nor, A Nolan

(2018), Vol. 19, pp. 225-242, Reflective practice: international and multidisciplinary perspectives, Abingdon, Eng., C1

journal

Strengthening the quality of educator-child interactions in early childhood education and care settings: a conceptual model to improve mental health outcomes for preschoolers

C Blewitt, H Morris, A Nolan, K Jackson, H Barrett, H Skouteris

(2018), pp. 1-14, Early child development and care, Abingdon, Eng., C1

journal

Individual and collective reflection: deepening early childhood pre-service teachers' reflective thinking during practicum

L Foong, M Nor, A Nolan

(2018), Vol. 43, pp. 43-51, Australasian journal of early childhood, Fyshwick, A.C.T., C1

journal

Early childhood educators' perceptions of parent-child relationships: a qualitative study

A O'Connor, A Nolan, H Bergmeier, J Smith, H Skouteris

(2018), Vol. 43, pp. 4-15, Australasian journal of early childhood, Fyshwick, A.C.T., C1

journal

Teacher professional learning through pedagogy of discomfort

A Nolan, Tebeje Molla

(2018), Vol. 19, pp. 721-735, Reflective practice: international and multidisciplinary perspectives, Abingdon, Eng., C1

journal

Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centres: a systematic review and meta-analysis

A Nolan, Claire Blewitt, M Fuller-Tyszkiewicz, H Bergmeier, D Vicary, T Huang, P McCabe, T McKay, Helen Skouteris

(2018), Vol. 1, JAMA Network Open, Chicago, Ill., C1

journal

Using video-stimulated interviews to foster reflection, agency and knowledge-building in research

Maria Nicholas, Louise Paatsch, A Nolan

(2018), pp. 213-226, Video-based research in education : cross disciplinary perspectives, Abingdon, Eng., B1

chapter

Teacher practices for building young children's concepts of the internet through play-based learning

A Mantilla Benitez, M Henderson, H Skouteris, L Plowman

(2018), Vol. 40, pp. 29-50, Educational practice and theory, Albert Park, Vic., C1

journal
2017

'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

journal

Early childhood education and care educators supporting parent-child relationships: a systematic literature review

A O'Connor, A Nolan, H Bergmeier, M Hooley, C Olsson, W Cann, J Williams-Smith, H Skouteris

(2017), Vol. 37, pp. 400-422, Early years, Abingdon, Eng., C1

journal

video-based methodologies: the affordances of different viewpoints in understanding teachers' tacit knowledge of practice that supports young children's oral language

A Nolan, L Paatsch, J Scull

(2017), pp. 1-12, International Journal of Research and Method in Education, London, Eng., C1

journal

Teacher professional learning as a social practice: an Australian case

A Nolan, T Mekonnen

(2017), pp. 1-23, International studies in sociology of education, Abingdon, Eng., C1

journal

Effective mentoring for the next generation of early childhood teachers in Victoria, Australia

A Nolan

(2017), Vol. 25, pp. 272-290, Mentoring and tutoring: partnership in learning, Abingdon, Eng., C1

journal

Supporting resilience

A Nolan, K stagnitti, A Taket, S Casey

(2017), pp. 269-282, Health and wellbeing in childhood, Cambridge, Eng., B1

chapter
2016

Integrated practice in the early years in Australia: The assumptions, omissions and contradictions of policy reform

K Macfarlane, A Nolan, J Cartmel

(2016), Vol. 14, pp. 247-260, Journal of early childhood research, London, Eng., C1

journal

Reflection on one's practice: research about theories espoused by practitioners - the grand and the personal

A Nolan, B Raban

(2016), pp. 246-256, Routledge international handbook of philosophies and theories of early childhood education and care, Abingdon, Eng., B1

chapter

Young learners project: educators' conceptualisation and practice of literacy in preschool contexts

J Scull, A Nolan, B Raban

(2016), pp. 65-77, Growing up literate: Australian literacy research for practice, Melbourne, Vic., B1

chapter

Understanding home literacy practices of young children in vulnerable communities: What we can learn from the research

A Nolan, B Raban, R Smith

(2016), pp. 37-50, Growing Up Literate Australian Literacy Research for Practice, South Yarra, Australia, B1

chapter

Developing a measure to understand young children's internet cognition and cyber-safety awareness: a pilot test

A Nolan, S Edwards, M Henderson, H Skouteris, A Mantilla, P Lambert, J Bird

(2016), Vol. 36, pp. 322-335, Early years: an international journal of research and development, London, Eng., C1

journal

A cooperative pedagogical program linking preschool and preparatory teachers: a pilot study

A Nolan, A Dunham, H Skouteris, S Edwards, J Small

(2016), Vol. 41, pp. 66-75, Australasian journal of early childhood, Watson, A.C.T., C1

journal

Young learners' project: educators' conceptualisation and practice of literacy in preschool contexts

A Nolan, J Scull, B Raban

(2016), pp. 65-77, Growing up literate: Australian literacy research for practice, South Yarra, Vic., B1

chapter

Teacher confidence and professional capital

A Nolan, T Mekonnen

(2016), Vol. 62, pp. 10-18, Teaching and teacher education, Amsterdam, The Netherlands, C1

journal
2015

Just another meeting?: Investigating mentoring for early childhood teachers in Victoria

A Nolan, A Morrissey

(2015), Vol. 40, pp. 40-48, Australasian Journal of Early Childhood, C1

journal

Mentoring Australian early childhood teachers: belonging, being and becoming

A Nolan, A Morrissey

(2015), pp. 237-249, Mentoring in early childhood education: a compilation of thinking, pedagogy and practice, Wellington, New Zealand, B1

chapter

Nurturing the next generation of early childhood teachers in Victoria, Australia: the role of mentoring

A Nolan

(2015), pp. 49-71, SCE 40th anniversary anthology of education theses, Hong Kong, China, B1

chapter

Young children's internet cognition

S Edwards, H Skouteris, A Nolan, M Henderson

(2015), pp. 38-45, Understanding digital technologies and young children: an international perspective, Abingdon, Eng., B1

chapter
2014

Family strategies to support and develop resilience in early childhood

A Taket, A Nolan, K Stagnitti

(2014), Vol. 34, pp. 289-300, Early years, Abingdon, Eng., C1

journal

Supporting resilience in early years classrooms: the role of the teacher

A Nolan, A Taket, K Stagnitti

(2014), Vol. 20, pp. 595-608, Teachers and teaching: theory and practice, Abingdon, England, C1

journal
2013

Where to from here? Career choices of pre-service teachers undertaking a dual early childhood / primary qualification

A Nolan, E Rouse

(2013), Vol. 38, pp. 1-10, Australian journal of teacher education, Katoomba, N. S. W., C1

journal

Expectations of mentoring in a time of change : views of new and professionally isolated early childhood teachers in Victoria, Australia

A Nolan, A Morrissey, I Dumenden

(2013), Vol. 33, pp. 161-171, Early years: an international research journal, Abingdon, England, C1

journal

Research in early childhood

A Nolan, K Macfarlane, J Cartmel

(2013), Thousand Oaks, California, A1-1

book

The early years: reconnecting families with preschool education

A Nolan

(2013), pp. 55-70, Engaging the disengaged : inclusive approaches to teaching the least advantaged, Melbourne, Vic., B1-1

chapter

Looking to the future: producing transdisciplinary professionals for leadership in early childhood settings

J Cartmel, K Macfarlane, A Nolan

(2013), Vol. 33, pp. 337-340, Early years : an international research journal, Abingdon, England, C1

journal

Contemporary paradigms of rural teaching : the significance of place

N Green, G Noone, A Nolan

(2013), Vol. 23, pp. 91-115, Australian and international journal of rural education, Wembley, W. A., C1-1

journal

Young learners: Interpreting literacy practice in the preschool years

J Scull, A Nolan, B Raban

(2013), Vol. 36, Australian Journal of Language and Literacy, C1-1

journal
2012

Early peer play interactions of resilient children living in disadvantaged communities

S Casey, K Stagnitti, A Taket, A Nolan

(2012), Vol. 1, pp. 311-323, International journal of play, Abingdon, England, C1

journal

Thinking about practice in integrated children's services: considering transdisciplinarity

A Nolan, J Cartmel, K Macfarlane

(2012), Vol. 37, pp. 94-99, Children Australia, Cambridge, England, C1-1

journal

Young learners: Mapping the beliefs and practices of preschool teachers in relation to early literacy development

R Brown, J Scull, A Nolan, B Raban, J Deans

(2012), Vol. 39, pp. 313-331, Australian Educational Researcher, C1-1

journal
2009

The effect of an area-based intervention on breastfeeding rates in Victoria, Australia

M Kelaher, D Dunt, P Feldman, A Nolan, B Raban

(2009), Vol. 90, pp. 89-93, Health Policy, C1

journal

The effects of an area-based intervention on the uptake of maternal and child health assessments in Australia: A community trial

M Kelaher, D Dunt, P Feldman, A Nolan, B Raban

(2009), Vol. 9, BMC Health Services Research, C1

journal
2008

Encouraging the reflection process in undergraduate teachers using guided reflection

A Nolan

(2008), Vol. 33, pp. 31-36, Australian journal of early childhood, Deakin, A.C.T., C1

journal

Shared learning : a collaborative approach for supporting pre-service teacher's reflective practice

K Margetts, A Nolan

(2008), Vol. 15, pp. 61-68, Australian research in early childhood education, Melbourne, Vic., C1

journal
2007

Building capacity: strategic professional development for early childhood practitioners

B Raban, A Nolan, M Waniganayake, C Ure, R Brown, J Deans

(2007), South Melbourne, Vic., A1-1

book

Shared learning: reflecting on practice using a collaborative approach

K Margetts, A Nolan

(2007), Vol. 14, pp. 61-68, Australian research in early childhood education, Melbourne, Vic., C1

journal
2006

Young children as active learners

A Nolan, A Kilderry, R O`Grady

(2006), Watson, A.C.T., A1-1

book
2005

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

chapter

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

chapter

Evaluating a strategic approach to professional development through guided reflection

A Nolan, B Raban, M Waniganayake

(2005), Vol. 6, pp. 221-230, Reflective practice, London, England, C1-1

journal

Empowering practitioners to critically examine their current practice

B Raban, A Nolan, M Waniganayake, C Ure, J Deans, R Brown

(2005), Vol. 12, pp. 1-16, Australian research in early childhood education, Melbourne, Vic., C1-1

journal

Reading practices experienced by preschool children in areas of disadvantage

B Raban, A Nolan

(2005), Vol. 3, pp. 289-298, Journal of Early Childhood Research, C1-1

journal
2004

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

journal

Funded Projects at Deakin

Australian Competitive Grants

Interagency collaborations supporting resilient students, families, schools in disadvantaged communities

Prof Jillian Blackmore, Prof Ann Taket, Prof Chris Hickey, Prof Bernie Marshall, Prof Andrea Nolan, Prof Karen Stagnitti, Prof Rob Carter

ARC_DUAPAI ARC_Deakin University Australian Postgraduate Award Industry, ARC Linkage - Projects Rnd 2 APAI, ARC_DUAPAI2 ARC_Deakin University Australian Postgraduate Award Industry Second

  • 2013: $7,731
  • 2012: $78,756
  • 2011: $142,964
  • 2010: $137,190
  • 2009: $73,929

EC educators as agents in improving intergenerational educational outcomes

Stephen Lamb, Prof Roger Slee, Prof Andrea Nolan

ARC - Discovery Projects

  • 2017: $2,500
  • 2016: $2,500
  • 2015: $2,500

Other Public Sector Funding

Interagency collaborations supporting resilient students, families, schools in disadvantaged communities

Prof Jillian Blackmore, Prof Ann Taket, Prof Chris Hickey, Prof Bernie Marshall, Prof Andrea Nolan, Prof Karen Stagnitti, Prof Rob Carter

  • 2012: $25,000
  • 2011: $25,000
  • 2010: $115,000

Pilot statewide professional mentoring program for early childhood teachers

A/Prof Anne-Marie Morrissey, Dr Sarah Ohi, Ms Louise Laskey, Dr Liz Rouse, Prof Andrea Nolan

  • 2015: $188,450
  • 2013: $64,200
  • 2011: $64,200

NSW Transition to School

Prof Andrea Nolan, A/Prof Anna Kilderry

  • 2014: $126,629

Teacher talk in pre-school and early years of schooling classrooms: Building language and literacy in children from vulnerable communities - PILOT

Prof Andrea Nolan, A/Prof Louise Paatsch

  • 2014: $9,090

Making a difference for Young Gifted & Talented Children module

Dr Anne Grant, A/Prof Anne-Marie Morrissey, Prof Andrea Nolan

  • 2016: $25,716
  • 2015: $48,302

Thinking differently about practice: Developmental Play

Prof Andrea Nolan, A/Prof Louise Paatsch

  • 2017: $17,147
  • 2016: $7,636
  • 2015: $8,181

Transition: A Positive Start to School ¿ State-wide PL Delivery

Dr Liz Rouse, Prof Christine Ure, Prof Andrea Nolan, Mrs Rosemarie Garner, Mrs Maria Nicholas

  • 2018: $99,619
  • 2017: $967,012
  • 2016: $199,239

Support for children and families at risk of experiencing vulnerability in early years transitions: Practice review

Prof Andrea Nolan, A/Prof Anna Kilderry

  • 2017: $90,935
  • 2016: $35,160

Wyndham Reflective Practice Research Project

Prof Andrea Nolan, Dr Karen Guo

  • 2017: $10,335

Supporting Oral Language Development (SOLD)

A/Prof Louise Paatsch, Prof Andrea Nolan

  • 2019: $9,900

Early Childhood Professional Practice Partnerships.

Dr Natalie Robertson, Prof Andrea Nolan, A/Prof Anne-Marie Morrissey, A/Prof Louise Paatsch, Dr Liz Rouse, Dr Deb Moore

  • 2019: $232,252

Industry and Other Funding

Enabling environments for early childhood education and care: the relational space

Prof Andrea Nolan, Ms Caroline Scott, A/Prof Anna Kilderry, Prof Helen Skouteris

  • 2017: $25,849
  • 2016: $25,849
  • 2015: $25,849

Building Early Language and Literacy

Prof Andrea Nolan, A/Prof Louise Paatsch, Prof Bridie Raban

  • 2016: $19,675

Building the capabilities of early childhood educators - A communities of learning approach

Prof Helen Skouteris, Dr Heidi Bergmeier, Prof Andrea Nolan

  • 2017: $16,666
  • 2016: $16,666

Goodstart Early Learning Professional Learning Module

Prof Andrea Nolan, Prof Bridie Raban

  • 2017: $28,660

Cultural Change in Early Childhood Education and Practice

Prof Andrea Nolan, A/Prof Anne-Marie Morrissey

  • 2018: $11,417

Supporting Oral Language Development (SOLD)

A/Prof Louise Paatsch, Prof Andrea Nolan

  • 2019: $53,100

Supervisions

Executive Supervisor
2016

Elise May Hunkin

Thesis entitled: Problematising Quality Reform Policy in Australian Early Childhood Education and Care

Doctor of Philosophy (Education), School of Education

Associate Supervisor
2018

Amanda O'Connor

Thesis entitled: Early childhood educators supporting parent-child relationships

Doctor of Philosophy (Psychology), School of Psychology