The purpose of this study was to investigate the relation between sex, social status and social b... more The purpose of this study was to investigate the relation between sex, social status and social behaviour in a sample of Australian preschool-aged children. Social behaviour has emerged as an important predictor of social status for children in middle childhood however, although early childhood may be an optimum period for implementation of intervention programs, little is known about the correlates of social status in the preschool years. Additionally, relatively little research has addressed the issue of sex differences in the factors that are associated with peer social status. Sociometric interviews were conducted with 182 children (92 boys and 90 girls) four to five years of age (mean age 62.4 months). Status groups of popular, rejected, neglected, controversial and average children were identified according to criteria established in previous research. Teachers provided an assessment of children’s social behaviour, peer group entry skills and conflict resolution skills. Result...
FORMAL CHILD CARE IN AUSTRALIA today has become an increasingly important aspect of a young child... more FORMAL CHILD CARE IN AUSTRALIA today has become an increasingly important aspect of a young child's life. As young children transition from home to school, relationships with their teachers increase in importance. If poor teacher-child relationships are developed, the environment inevitably becomes less productive for a child to learn (Rudasill, Rimm-Kaufman, Justice & Pence, 2006). Increasingly research has emphasised the importance of positive teacher-child relationships for children's academic achievement and social adjustment (Burchinal, Peisner-Feinberg, Pianta & Howes, 2002; Harrison, Clarke & Ungerer, 2007) and this emphasis is reflected in current Australian curriculum documents such as the Early Years Learning Framework (EYLF) (DEEWR, 2009). Consistent with studies conducted with children of different age groups and countries, the quality of teacher-child relationships has been observed to have a positive correlation with children's cognitive and social development in later years (
Office of Education Research Faculty of Education, 2007
Walker, Sue and Berthelsen, Donna C. (2007) Exploring gender differences in literacy and mathemat... more Walker, Sue and Berthelsen, Donna C. (2007) Exploring gender differences in literacy and mathematical understandings in the early years of school: Can differences be explained by behaviours in the classroom?.
Abstract Changing expectations of students in early childhood teacher education, diversity of the... more Abstract Changing expectations of students in early childhood teacher education, diversity of their life histories, extramural commitments, and the socio-cultural contest of the early childhood sector have raised a range of concerns about the course experience of students enrolled ...
Walker, Sue & Berthelsen, Donna C. (2010) Social inequalities and parent involvement in children'... more Walker, Sue & Berthelsen, Donna C. (2010) Social inequalities and parent involvement in children's education in the early years of school. In Green, Vanessa & Cherrington, Sue (Eds.) Delving into Diversity : An International Exploration of Issues of Diversity in Education. Nova Science Publishers, pp. 139-149.
Notice: Changes introduced as a result of publishing processes such as copy-editing and formattin... more Notice: Changes introduced as a result of publishing processes such as copy-editing and formatting may not be reflected in this document.
Background: Children's sleep problems and self-regulation problems have been independently associ... more Background: Children's sleep problems and self-regulation problems have been independently associated with poorer adjustment to school, but there has been limited exploration of longitudinal early childhood profiles that include both indicators. Aims: This study explores the normative developmental pathway for sleep problems and selfregulation across early childhood, and investigates whether departure from the normative pathway is associated with later social-emotional adjustment to school. Sample: This study involved 2880 children participating in the Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC)-Infant Cohort from Wave 1 (0-1 years) to Wave 4 (6-7 years). Method: Mothers reported on children's sleep problems, emotional, and attentional selfregulation at three time points from birth to 5 years. Teachers reported on children's socialemotional adjustment to school at 6-7 years. Latent profile analysis was used to establish person-centred longitudinal profiles. Results: Three profiles were found. The normative profile (69%) had consistently average or higher emotional and attentional regulation scores and sleep problems that steadily reduced PROFILES OF EARLY CHILDHOOD SELF-REGULATION 2 from birth to 5. The remaining 31% of children were members of two non-normative selfregulation profiles, both characterised by escalating sleep problems across early childhood and below mean self-regulation. Non-normative group membership was associated with higher teacher-reported hyperactivity and emotional problems, and poorer classroom selfregulation and prosocial skills. Conclusion: Early childhood profiles of self-regulation that include sleep problems offer a way to identify children at risk of poor school adjustment. Children with escalating early childhood sleep problems should be considered an important target group for school transition interventions.
Asia-Pacific Journal Of Research In Early Childhood Education, 2015
This research investigated differences and associations in performance in number processing and e... more This research investigated differences and associations in performance in number processing and executive function for children attending primary school in a large Australian metropolitan city. In a cross-sectional study, performance of 25 children in the first full-time year of school, (Prep; mean age = 5.5 years) and 21 children in Year 3 (mean age = 8.5 years) completed three number processing tasks and three executive function tasks. Year 3 children consistently outperformed the Prep year children on measures of accuracy and reaction time, on the tasks of number comparison, calculation, shifting, and inhibition but not on number line estimation. The components of executive function (shifting, inhibition, and working memory) showed different patterns of correlation to performance on number processing tasks across the early years of school. Findings could be used to enhance teachers' understanding about the role of the cognitive processes employed by children in numeracy learning, and so inform teachers' classroom practices.
This article documents the longitudinal and reciprocal relations among behavioral sleep problems ... more This article documents the longitudinal and reciprocal relations among behavioral sleep problems and emotional and attentional self-regulation in a population sample of 4,109 children participating in Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC)-Infant Cohort. Maternal reports of children's sleep problems and self-regulation were collected at five time-points from infancy to 8-9 years of age. Longitudinal structural equation modeling supported a developmental cascade model in which sleep problems have a persistent negative effect on emotional regulation, which in turn contributes to ongoing sleep problems and poorer attentional regulation in children over time. Findings suggest that sleep behaviors are a key target for interventions that aim to improve children's self-regulatory capacities.
Children Youth Research Centre Faculty of Education School of Early Childhood, Sep 12, 2015
Brownlee, Joanne M., Walker, Sue, & Mascadri, Julia (2015) Personal epistemologies and teachi... more Brownlee, Joanne M., Walker, Sue, & Mascadri, Julia (2015) Personal epistemologies and teaching. In Fives, Helenrose & Gregoire-Gill, Michael (Eds.) International Handbook of Research on Teachers’ Beliefs. Routledge (Taylor & Francis Group), New York. Over the last three decades, a growing body of research related to epistemic beliefs has been identified as a crucial for understanding teaching and learning (Yadav, Herron, & Samarapungavan, 2011). In particular, research related to beliefs about teaching, learning and knowledge has been considered important for understanding why teachers engage in certain approaches to pedagogy, curriculum and assessment in classrooms (Stromlo & Bråten, 2011). The beliefs held by teachers about knowledge and knowing, otherwise known as personal epistemology (Hofer, 2010), have been shown to influence other knowledge and beliefs (Schommer-Aikens, 2004). Five and Buehl (2012) indicated that because an individual’s understanding of reality is always seen through the lens of existing beliefs, the role of beliefs as a filter is particularly relevant in the context of teacher education. That is, if beliefs influence how individuals interpret new information and experiences, preservice and practicing teachers’ beliefs shape what and how they learn about teaching.” (p. 470-480). It is likely that such beliefs have an important relationship with teacher knowledge and practices.
Available from http://ro.ecu.edu.au/ajte/vol39/iss1/11 Background: Literacy Teaching in Diverse C... more Available from http://ro.ecu.edu.au/ajte/vol39/iss1/11 Background: Literacy Teaching in Diverse Contexts There is widespread international agreement that literacy, inter alia, is one important factor in overcoming the educational disadvantage jigsaw (Organisation for Economic Cooperation and Development (OECD, 2010). A plethora of research, including the comprehensive Teachers Matter research undertaken by the OECD (2005), has established that the quality of teaching has a significant influence on students' literacy outcomes (Ladwig, 2005). The purpose of this paper is not to enter into the debates of 'teacher quality' that have played out over the past three to five years in countries like Australia. We have argued in other forums (see for example, Luke and Woods, 2009) that drawing links between teacher quality and student outcomes to explain the overall patterns of student disadvantage in systems that remain high quality but low equity (Luke, Woods & Weir 2013) are overly simplistic. Literacy teaching and learning per se cannot "correct the uneven distribution of life chances that generates education inequality" (Morrow, 2000, p. 144). However, we continue to argue that there is much that quality literacy teaching can achieve in the name of social justice (See Woods, Dooley, Luke, & Exley, 2014). Thus, a key priority for our work as teacher educators continues to be producing teacher graduates with high levels of knowledge and understanding about the teaching and learning of literacy for diverse student cohorts.
ABSTRACT This research project investigated (i) sites and materials in community settings that co... more ABSTRACT This research project investigated (i) sites and materials in community settings that constitute contexts for authentic literacy practices; (ii) literacy practices that families exercised in the process of ordinary family activities; (iii) perceptions of family literacy practices held by professionals working with families in the community. The research approach was underpinned by a view of families and communities as contexts rich in a range of opportunities to support children's literacy learning. Recommendations and resultant materials highlighted the opportunities for parents to engage their children with literacy within their own community contexts. This is a research report with recommendations and materials for use by professionals in working with parents
The extent to which a preschool child's social status or reputation, once established, affect... more The extent to which a preschool child's social status or reputation, once established, affects peer perception of his or her subsequent behaviour was investigated. Of additional interest were possible sex differences in social information processing. Sixty-two preschool children rated both a popular and an unpopular hypothetical peer's involvement in negative interactions along the dimensions of locus of control, intent, and
Abstract Changing expectations of students in early childhood teacher education, diversity of the... more Abstract Changing expectations of students in early childhood teacher education, diversity of their life histories, extramural commitments, and the socio-cultural contest of the early childhood sector have raised a range of concerns about the course experience of students enrolled ...
The purpose of this study was to investigate the relation between sex, social status and social b... more The purpose of this study was to investigate the relation between sex, social status and social behaviour in a sample of Australian preschool-aged children. Social behaviour has emerged as an important predictor of social status for children in middle childhood however, although early childhood may be an optimum period for implementation of intervention programs, little is known about the correlates of social status in the preschool years. Additionally, relatively little research has addressed the issue of sex differences in the factors that are associated with peer social status. Sociometric interviews were conducted with 182 children (92 boys and 90 girls) four to five years of age (mean age 62.4 months). Status groups of popular, rejected, neglected, controversial and average children were identified according to criteria established in previous research. Teachers provided an assessment of children’s social behaviour, peer group entry skills and conflict resolution skills. Result...
FORMAL CHILD CARE IN AUSTRALIA today has become an increasingly important aspect of a young child... more FORMAL CHILD CARE IN AUSTRALIA today has become an increasingly important aspect of a young child's life. As young children transition from home to school, relationships with their teachers increase in importance. If poor teacher-child relationships are developed, the environment inevitably becomes less productive for a child to learn (Rudasill, Rimm-Kaufman, Justice & Pence, 2006). Increasingly research has emphasised the importance of positive teacher-child relationships for children's academic achievement and social adjustment (Burchinal, Peisner-Feinberg, Pianta & Howes, 2002; Harrison, Clarke & Ungerer, 2007) and this emphasis is reflected in current Australian curriculum documents such as the Early Years Learning Framework (EYLF) (DEEWR, 2009). Consistent with studies conducted with children of different age groups and countries, the quality of teacher-child relationships has been observed to have a positive correlation with children's cognitive and social development in later years (
Office of Education Research Faculty of Education, 2007
Walker, Sue and Berthelsen, Donna C. (2007) Exploring gender differences in literacy and mathemat... more Walker, Sue and Berthelsen, Donna C. (2007) Exploring gender differences in literacy and mathematical understandings in the early years of school: Can differences be explained by behaviours in the classroom?.
Abstract Changing expectations of students in early childhood teacher education, diversity of the... more Abstract Changing expectations of students in early childhood teacher education, diversity of their life histories, extramural commitments, and the socio-cultural contest of the early childhood sector have raised a range of concerns about the course experience of students enrolled ...
Walker, Sue & Berthelsen, Donna C. (2010) Social inequalities and parent involvement in children'... more Walker, Sue & Berthelsen, Donna C. (2010) Social inequalities and parent involvement in children's education in the early years of school. In Green, Vanessa & Cherrington, Sue (Eds.) Delving into Diversity : An International Exploration of Issues of Diversity in Education. Nova Science Publishers, pp. 139-149.
Notice: Changes introduced as a result of publishing processes such as copy-editing and formattin... more Notice: Changes introduced as a result of publishing processes such as copy-editing and formatting may not be reflected in this document.
Background: Children's sleep problems and self-regulation problems have been independently associ... more Background: Children's sleep problems and self-regulation problems have been independently associated with poorer adjustment to school, but there has been limited exploration of longitudinal early childhood profiles that include both indicators. Aims: This study explores the normative developmental pathway for sleep problems and selfregulation across early childhood, and investigates whether departure from the normative pathway is associated with later social-emotional adjustment to school. Sample: This study involved 2880 children participating in the Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC)-Infant Cohort from Wave 1 (0-1 years) to Wave 4 (6-7 years). Method: Mothers reported on children's sleep problems, emotional, and attentional selfregulation at three time points from birth to 5 years. Teachers reported on children's socialemotional adjustment to school at 6-7 years. Latent profile analysis was used to establish person-centred longitudinal profiles. Results: Three profiles were found. The normative profile (69%) had consistently average or higher emotional and attentional regulation scores and sleep problems that steadily reduced PROFILES OF EARLY CHILDHOOD SELF-REGULATION 2 from birth to 5. The remaining 31% of children were members of two non-normative selfregulation profiles, both characterised by escalating sleep problems across early childhood and below mean self-regulation. Non-normative group membership was associated with higher teacher-reported hyperactivity and emotional problems, and poorer classroom selfregulation and prosocial skills. Conclusion: Early childhood profiles of self-regulation that include sleep problems offer a way to identify children at risk of poor school adjustment. Children with escalating early childhood sleep problems should be considered an important target group for school transition interventions.
Asia-Pacific Journal Of Research In Early Childhood Education, 2015
This research investigated differences and associations in performance in number processing and e... more This research investigated differences and associations in performance in number processing and executive function for children attending primary school in a large Australian metropolitan city. In a cross-sectional study, performance of 25 children in the first full-time year of school, (Prep; mean age = 5.5 years) and 21 children in Year 3 (mean age = 8.5 years) completed three number processing tasks and three executive function tasks. Year 3 children consistently outperformed the Prep year children on measures of accuracy and reaction time, on the tasks of number comparison, calculation, shifting, and inhibition but not on number line estimation. The components of executive function (shifting, inhibition, and working memory) showed different patterns of correlation to performance on number processing tasks across the early years of school. Findings could be used to enhance teachers' understanding about the role of the cognitive processes employed by children in numeracy learning, and so inform teachers' classroom practices.
This article documents the longitudinal and reciprocal relations among behavioral sleep problems ... more This article documents the longitudinal and reciprocal relations among behavioral sleep problems and emotional and attentional self-regulation in a population sample of 4,109 children participating in Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC)-Infant Cohort. Maternal reports of children's sleep problems and self-regulation were collected at five time-points from infancy to 8-9 years of age. Longitudinal structural equation modeling supported a developmental cascade model in which sleep problems have a persistent negative effect on emotional regulation, which in turn contributes to ongoing sleep problems and poorer attentional regulation in children over time. Findings suggest that sleep behaviors are a key target for interventions that aim to improve children's self-regulatory capacities.
Children Youth Research Centre Faculty of Education School of Early Childhood, Sep 12, 2015
Brownlee, Joanne M., Walker, Sue, & Mascadri, Julia (2015) Personal epistemologies and teachi... more Brownlee, Joanne M., Walker, Sue, & Mascadri, Julia (2015) Personal epistemologies and teaching. In Fives, Helenrose & Gregoire-Gill, Michael (Eds.) International Handbook of Research on Teachers’ Beliefs. Routledge (Taylor & Francis Group), New York. Over the last three decades, a growing body of research related to epistemic beliefs has been identified as a crucial for understanding teaching and learning (Yadav, Herron, & Samarapungavan, 2011). In particular, research related to beliefs about teaching, learning and knowledge has been considered important for understanding why teachers engage in certain approaches to pedagogy, curriculum and assessment in classrooms (Stromlo & Bråten, 2011). The beliefs held by teachers about knowledge and knowing, otherwise known as personal epistemology (Hofer, 2010), have been shown to influence other knowledge and beliefs (Schommer-Aikens, 2004). Five and Buehl (2012) indicated that because an individual’s understanding of reality is always seen through the lens of existing beliefs, the role of beliefs as a filter is particularly relevant in the context of teacher education. That is, if beliefs influence how individuals interpret new information and experiences, preservice and practicing teachers’ beliefs shape what and how they learn about teaching.” (p. 470-480). It is likely that such beliefs have an important relationship with teacher knowledge and practices.
Available from http://ro.ecu.edu.au/ajte/vol39/iss1/11 Background: Literacy Teaching in Diverse C... more Available from http://ro.ecu.edu.au/ajte/vol39/iss1/11 Background: Literacy Teaching in Diverse Contexts There is widespread international agreement that literacy, inter alia, is one important factor in overcoming the educational disadvantage jigsaw (Organisation for Economic Cooperation and Development (OECD, 2010). A plethora of research, including the comprehensive Teachers Matter research undertaken by the OECD (2005), has established that the quality of teaching has a significant influence on students' literacy outcomes (Ladwig, 2005). The purpose of this paper is not to enter into the debates of 'teacher quality' that have played out over the past three to five years in countries like Australia. We have argued in other forums (see for example, Luke and Woods, 2009) that drawing links between teacher quality and student outcomes to explain the overall patterns of student disadvantage in systems that remain high quality but low equity (Luke, Woods & Weir 2013) are overly simplistic. Literacy teaching and learning per se cannot "correct the uneven distribution of life chances that generates education inequality" (Morrow, 2000, p. 144). However, we continue to argue that there is much that quality literacy teaching can achieve in the name of social justice (See Woods, Dooley, Luke, & Exley, 2014). Thus, a key priority for our work as teacher educators continues to be producing teacher graduates with high levels of knowledge and understanding about the teaching and learning of literacy for diverse student cohorts.
ABSTRACT This research project investigated (i) sites and materials in community settings that co... more ABSTRACT This research project investigated (i) sites and materials in community settings that constitute contexts for authentic literacy practices; (ii) literacy practices that families exercised in the process of ordinary family activities; (iii) perceptions of family literacy practices held by professionals working with families in the community. The research approach was underpinned by a view of families and communities as contexts rich in a range of opportunities to support children's literacy learning. Recommendations and resultant materials highlighted the opportunities for parents to engage their children with literacy within their own community contexts. This is a research report with recommendations and materials for use by professionals in working with parents
The extent to which a preschool child's social status or reputation, once established, affect... more The extent to which a preschool child's social status or reputation, once established, affects peer perception of his or her subsequent behaviour was investigated. Of additional interest were possible sex differences in social information processing. Sixty-two preschool children rated both a popular and an unpopular hypothetical peer's involvement in negative interactions along the dimensions of locus of control, intent, and
Abstract Changing expectations of students in early childhood teacher education, diversity of the... more Abstract Changing expectations of students in early childhood teacher education, diversity of their life histories, extramural commitments, and the socio-cultural contest of the early childhood sector have raised a range of concerns about the course experience of students enrolled ...
Uploads
Papers by Sue Walker