Showing papers in "Australian Journal of Early Childhood in 2005"

Queerying' gender : heteronormativity in early childhood education

Abstract: This paper explores heteronormativity and argues for the ‘queerying’ of gender in early childhood education The author argues, utilising Butler's theory of performativity and heterosexual matrix,

Mentoring preservice teachers in the preschool setting: perceptions of the role

Abstract: The success of professional experience for preschool preservice teacher learning is valued and based very much on the relationship developed between all stakeholders. What motivates the preschool-b...

Constraints and Facilitators for Physical Activity in Family Day Care

Abstract: Movement-seeking behaviours should be fostered in young children to maximise their potential to adopt and maintain a physically active lifestyle. This study examined the constraints and facilitator...

Romance or Reality?: Examining Burnout in Early Childhood Teachers.

Abstract: Relatively high rates of teacher attrition have been consistently identified as a major issue for the teaching profession over several decades. As a result, there has been a growing interest in the wellbeing of teachers across the entire education sector. Recent research by Noble, Goddard and O'Brien (2003) has found that early childhood teachers, on average, maintained significantly lower burnout levels than did other teachers over their first year of service. However, at the beginning of their second year of service early childhood teachers reported significant increases in burnout, in comparison to primary and secondary school teachers who reported more gradual and consistent increases over the initial stages of their careers. The authors of this paper explore these significant statistics and call for further research to be conducted into how early career burnout develops in early childhood teachers. Such an exploration may assist in the reduction of burnout across the early childhood education and care (ECEC) sector.

The reasoning behind the scene: why do early childhood educators use computers in their classrooms?

Abstract: In recent times discussion surrounding the use of computers in early childhood education has emphasised the role computers play in children's everyday lives. This realisation has replaced early deb...

Teacher-parent partnerships: sharing understandings and making changes

Abstract: Early childhood education highlights partnership between teacher and parents as positively influencing children's learning. This article describes how teachers became aware of a lack of shared unde...

Transition Problems and Play as Transitory Activity.

Abstract: Because too many children experience the transition to school as a culture shock, during the past decade teachers have implemented so-called transition activities in order to bridge the gap between...

What children's cortisol levels tell us about quality in childcare centres

Abstract: Stress and outcomes Research has demonstrated over a number of years that stress impacts on long-term outcomes for both children and adults. Chronic stress has been found to be associated with an impaired immune response (Padgett & Glaser, 2003), with the individual being prone to more frequent and more severe illnesses. Chronic stress is also associated with other health problems such as hypertension, and thus higher risks of heart attacks and strokes (Kunz-Ebrecht, Kirschbaum & Steptoe, 2004), fibromyalgia, chronic fatigue syndrome, and rheumatoid arthritis (Adam, 2003). Mental health consequences of chronic stress include depression (Luecken & Lemery, 2004) and Post Traumatic Stress Disorder (Young & Breslau, 2004). Memory problems (Abercrombie, Kalin, Thurow, Rosenkranz & Davidson, 2003; Takahashi et al., 2004), behavioural and social problems are also identified as consequences of chronic stress (Adam, 2003). Biomarkers of stress are becoming popular in research as effective, and relatively inexpensive, methods for measuring stress (Gerhardt, 2004), with cortisol being particularly popular because of its ease of collection (via saliva), storage and analysis (Gunnar & White, 2001). Cortisol is secreted to enable the individual to respond to a threat (thus is triggered by fear or uncertainty). Its role is to mobilise components of the system that facilitate a quick response to threat (such as alertness, increased breathing and heart rate) and minimise other body functions that are not essential to the immediate survival needs of the individual. Functions such as digestion, sexual behaviour, learning and rational thinking amongst others are shut down for the duration of the stress response (Adam, 2003; Gerhardt, 2004). Cortisol levels in humans peak just after waking and decline across the day, with the lowest levels being reached around midnight (Adam, 2003). This pattern of cortisol change across the day is likely to be genetically programmed (Kunz-Ebrecht et al., 2004) and presumably evolved to ensure that humans were optimally responsive to their environment during the day when they were the most active. While it is expected that this pattern of change across the day is achieved by approximately three months, there remains a wide variability throughout childhood (Gustafsson, Allansson, Gustafsson & Nelson, 2004). Normally, cortisol, when released into the system, is quickly absorbed or bound onto receptors so its concentration in the body declines to normal levels. When stress is chronic, high levels of cortisol remain active in the system, and this has significant biological consequences (Gerhardt, 2004). First, chronically high levels of cortisol damage the hippocampus which is partially responsible for shutting down the production of cortisol when the threat is removed. Thus damage impairs its ability to reduce cortisol, so concentrations continue to increase, leading to wide-spread neuronal damage (Monk & Nelson, 2002). High levels of cortisol also damage the amygdala which is also involved in the inhibition of cortisol production. While the amygdala can be controlled by the pre-frontal cortex, neuronal damage there, arising from high levels of cortisol, impair its ability to manage the amygdala. Consequently, it becomes very difficult for the individual to reduce circulating levels of cortisol, and these result in the long-term health, mental health, social and behavioural consequences identified above. High levels of stress in young children are particularly of concern because a range of developing systems are put at risk. For example, the development of neurotransmitters and the still growing pathways in the brain that use them are particularly at risk when exposed to high levels of cortisol (Gerhardt, 2004). Infants are not able to manage their stress alone, and in the early years minimal levels of stress may result in high levels of cortisol. …

Governance of Children's Everyday Spaces:

Abstract: With the emergence of sociological and economic change there is increasing attention given to governance of children’s spaces in recent years. This paper discusses these changes and how they have impacted on, and contributed to, this increased interest. The paper draws on the sociology of childhood framework in order to examine how children themselves actively respond to and participate in enacting governance within school spaces and also within their own peer cultures. It addresses an in-progress study being undertaken to explore young children’s everyday interactions within an early childhood setting.

Starting School--A Singapore Story Told by Children.

Abstract: Starting school is a major milestone for children. The transition from preschool to formal schooling involves not only surface shifts in daily routines but also deep emotional adjustments by both children and their parents. Schools have tended to neglect the 'emotional side of transition' (Dockett & Perry, 2003, p. 8). For many parents, entrusting the education of their children to unfamiliar adults is a significant step. Similarly, stepping into a strange, new environment can be overwhelming for young children. Children typically experience preschool as a cosy and caring setting with a high teacher--student ratio; however, at school they must share the teacher with a larger group of children, and adjust to larger buildings, a community of larger and older children, and a more regimented routine (Briggs & Potter, 1995). Hence it is important for educators to be proactive by giving due recognition to children's views and feelings about this major transition. Primary One transition constitutes a 'critical period' (Entwisle & Alexander, 1989, p. 351) for children's academic and social development, as their ability to meet the challenges at this early stage has serious and long-lasting effects on academic success. In effective transition, therefore, there is a need to determine the factors that matter to children as they begin school and negotiate the pathways of fitting in. Much of the literature in school readiness has focused on the perspectives of teachers and parents (Harradine & Clifford, 1996; Knudsen-Lindauer & Harris, 1989; Lewit & Barker, 1995; Reaney, West & Denton, 2002). There have been relatively few attempts to investigate transition experiences from the perspective of children. In recent years, however, researchers in Europe, Australia (Clyde, 2001; Dockett & Perry, 1999; Einarsdottir, 2003; Perry, Dockett & Howard, 2000; Potter & Briggs, 2003), and Asia (Clarke & Sharpe, 2003; Sharpe, 2002) have begun to give children a voice in their early school transition experience. In the research studies that attended to children's views about school, it was found that children as young as age five were able to provide cogent and comprehensible accounts of how they felt about school and specifically what they appreciated or did not appreciate about their initial entry into school. There was great clarity in their perception of the distinctions between kindergarten/child care and school. Regardless of where the studies were undertaken, the majority of the children in Primary One or first grade reported being happy in school. Most were concerned about various routes to survival, such as finding their way in the large school buildings and grounds, knowing the school rules, making friends, and pleasing teachers and parents. There are some interesting comparisons between the school entry experiences of children schooled in Singapore and their counterparts in Europe and Australia. For children in Singapore, making new friends constitutes an important aspect of starting school, as it helps them to settle happily into the Primary One classroom (Clarke & Sharpe, 2003; Sharpe, 2002). Similarly, for children starting school in Australia and Europe, having friends was cited as a feature that made for a positive school experience (Dockett & Perry, 1999; Potter & Briggs, 2003; Pramling & Willams-Graneld, 1993). On the negative aspects of starting school, the Primary One children in Singapore were concerned that 'some teachers are fierce/scold us/shout' (Clarke & Sharpe, 2003, p. 21). Some felt unhappy and angry on account of harsh treatment by teachers; for example, being spoken to loudly and angrily, and being reprimanded when books were forgotten or when homework was not done (Sharpe, 2002). The concern about unpleasant encounters with teachers was echoed by some children in Australia who noted that one negative aspect of school was having teachers who yelled or screamed at children (Potter & Briggs, 2003). …

Concerns and Expectations of Bangladeshi Parents as Their Children Start School.

Abstract: Background Transition to school is an important event in the lives of children and the adults caring for them (Pianta & Cox, 1999; Ramey & Ramey, 1998). Some of the common feelings associated with this key experience for children, families and educators are excitement, anxiety and fear (Dockett & Perry, 2001). Many situational and psychological factors impact on the transition processes (Briggs & Potter, 1999). Children's first experiences with transition and formal schooling can influence their attitudes and achievement throughout their academic life and have implications for their academic success (Alexander & Entwisle, 1988; Hamre & Pianta, 2001; McClelland, Morrison & Holmes, 2000). Consequently, it is a vital topic of investigation in early childhood educational research. Parental concerns and expectations regarding children's transition to school relate to children's social adjustment, their dispositions toward school and learning, skills, knowledge, rules and physical issues (Dockett & Perry, 2004; Perry, Dockett & Howard, 2000). There are both differences and similarities in the expectations and concerns of parents from various backgrounds regarding transition to school (Greenfield, Quiroz & Raeff, 2000; Pelletier, 2002). For example, parents from non-English-speaking backgrounds often emphasise academic goals more than English-speaking parents do (Perry, Dockett & Nicolson, 2002; Pelletier, 2002). Given the cultural and linguistic diversity of Australian school children and their families, it seems appropriate to consider different cultural groups within the broader Australian context. In this study one such group is highlighted. Vygotsky's sociocultural theory (1978) exemplifies the significance of various sociocultural contexts and the need to explore the perceptions of diverse families in relation to matters concerning children, such as transition to school. As school classes become more diverse, educators need to devise individualised and positive transition programs for promoting academic success in all students. To this end, it is imperative that educators are aware of, and take into account, the needs and expectations of CALD children and parents. Further, the theoretical constructs of Bronfenbrenner (1979) emphasise the need to understand transition in the context of home, school and community, as well as considering both continuities and changes across contexts such as home, child care and school (Peters, 2000). 'One dimension of context is defined by the language and cultural backgrounds of the participants' (Perry et al., 2002, p. 1). The transitional experiences of children whose cultural and language experiences are different from the majority could present significant challenges to both the children and their families because of incompatibilities between home and school cultural contexts. Based on the ecological and sociocultural perspectives, this study aimed to explore CALD families' attitudes towards transition to school. Specifically, it aimed to explore the views, issues and expectations of Bangladeshi families and children in relation to this transition. Method Participants Participants in the study were 10 parents and four children from Bengali-speaking Bangladeshi families living in suburban Sydney. Bengali is one of the languages spoken in India and other countries in the Indian subcontinent such as Bangladesh. Bengali-speaking families are a newly-emerging minority language group in NSW (The People of New South Wales, 1996) whose cultural or language needs in relation to transition to school have not been extensively studied. Children were also included in this study to explore their perspectives and expectations in regard to transition. The importance of including children's perspectives is now well-established (Brostrom, 2000; Dockett & Perry, 1999a). Sample description Bangladeshi children who have just started school and who had attended child care previously were included in this study, as were their parents. …

Developmental Fossils--Unearthing the Artefacts of Early Childhood Education: The Reification of "Child Development".

Abstract: In recent years sociocultural theory has provided an important conceptual tool for re-thinking many practices in early childhood education (e.g. Anning, Cullen & Fleer, 2004; Edwards, 2001; Edwards...

An ethical journey: rights, relationships and reflexivity

Abstract: In this paper the process of approaching three different early childhood settings with the same consent forms is discussed. In each setting ethical procedures were viewed differently. This formed a...

Staff Shortages in Children's Services: Challenging taken-for-granted discourses:

Abstract: This article is concerned with the continuing staff shortages in Australian long day care services. To expand possibilities for addressing this ongoing problem, the article advocates the use of dis...

Researching with/for Whom? Stepping in and out of Practitioner Research.

Abstract: Practitioner research is defined as systematic inquiry-based efforts directed towards creating and extending professional knowledge and associated understandings of professional practice. A review ...

Gender, the Labour Market, the Workplace and Policy in Children's Services: Parent, Staff and Student Attitudes.

Abstract: This paper reports the attitudes of parents, staff and teacher education students towards the employment of men in the children's services 'industry'. The attitudinal survey questions were grouped around four distinct issues: gender roles, labour market behaviour, workplace behaviour and policy. Surprisingly, all three stakeholder groups surveyed expressed similar views on the four issues. While the results suggest that attitudes are not an impediment to increasing the number of male workers, they also suggest recruitment strategies need to be cognisant of both the potential advantages and disadvantages of a more gender-balanced workforce. The findings question policies based on the need to have male 'role models' in children's services.

What did you do in maths today

Abstract: As children make the transition to school, many things may change for them. Among these are the ways they interact with curriculum areas such as mathematics. This paper explores some of these chang...

Teacher understandings of and commitment to gender equity in the early childhood setting

Abstract: Despite considerable examination of gender and gender equity within early childhood education, gender inequity remains problematic in many early childhood settings. Using qualitative methods, the s...

Transition to School for Gifted Children.

Abstract: Starting school raises concerns for children, parents and teachers. Each has a range of issues to consider. Over the past eight years, The Starting School Research Project has examined eight catego...

Children's and Family Services Working Together

Abstract: Introduction In recent times in the human services we have heard repeated calls from both community and government sectors for a much closer integration of different services and service types. This has often been expressed as a desire for an alternative to the current practice of service planning, funding and delivery from the different 'silos' of health, education and welfare (Scott, 2000; Stanley, 2003). The impetus for this change comes from different sources. Part of the impetus comes from policy makers and government bureaucrats who believe that current arrangements involve both duplication and fragmentation and are therefore costly and ineffective (Scott, 2003). Another part of the impetus for collaboration comes from the workers in the different service systems. Each group recognises that workers in other areas have complementary insights and skills, and that much could be gained for children and families by working together more closely (Miller, 1995). There is also the conviction, shaped by experience, that an increasing number of children and families are facing multiple problems and require a multifaceted response to address those problems. This paper will focus on three key areas: * the current environment and its impact on families--particularly those families and children we refer to as 'vulnerable'; * the reasons children's and family services can and should work more closely together; and * the possibilities for collaboration between children's and family services. This paper takes the view that, despite increasing numbers of vulnerable families and children and the barriers to cooperation, there is still cause for optimism. We know more than ever before about the kind of supports that are needed to strengthen families and enhance children's wellbeing. We can create opportunities for sharing our strengths--our passion, knowledge and skills. The situation which faces us In a newspaper article in 2003, Professor Fiona Stanley referred to what she called the modernity paradox. The paradox is this: on the one hand our society has material abundance and the capacity to generate wealth that was unimaginable by even our recent ancestors; on the other hand there is grave concern about deterioration in the quality of our human and social environment (Keating & Hertzman, 1999). This deterioration is evident in a range of indicators: * Increased reports of children at risk of abuse and neglect. In 2002/2003, NSW Department of Community Services (DoCS) received more than 160,000 contact reports. Over 25 per cent of these were for children aged 0-4 years (NSW DoCS, 2002). * Overall, 14 per cent of Australian children are reported to have mental health problems (with children in sole parent, step/blended, or low-income families more likely to have problems) (Al-Yaman et al., 2002). * The suicide rate for young people aged 12-24 years increased alarmingly between 1979 and 1997. The suicide rate of young men rose 71 per cent in this period (Al-Yaman et al., 2002). * As at May 2000, more than one in four 18-year-aids (28.3%) were not in full-time education and not in full-time work. Seventeen per cent of teenagers were not in the labour force and 56 per cent were employed part-time (Dusseldorp Skills Forum, 2002). * The 1999 NSW Australian School Students' Alcohol and Drug survey found that, at age 17, 50 per cent of both male and female students reported hazardous drinking (five or more drinks for males; three or more for females) in the two weeks prior to the survey (NSW Department of Health, 2002). In addition, it is apparent that increasing numbers of parents have significant social and health-related problems. Family welfare agencies are seeing more parents with mental health, substance abuse and gambling-related problems, as well as more parents experiencing domestic violence or who have developmental disabilities of various kinds (ACWA & FSSA, 2002). …

Social Inclusion—The Next Step: User-Friendly Strategies to Promote Social Interaction and Peer Acceptance of Children with Disabilities:

Abstract: Research tells us that children with developmental disabilities and delays have reduced social interaction and reduced social acceptance by other children in comparison with their same-aged peers w...

Transitions: Third Culture Children:

Abstract: This paper reports on a small-scale research study conducted in Singapore, where some 16,000 children are enrolled in ‘foreign schools’. Such children, often termed Third Culture Children, are neit...

Book Review - Early Childhood Environmental Education - Making it Mainstream

Abstract: Elliott commence with the proposition that ‘early childhood environmental education is viewed as marginal and this is not tenable if sustainable societies are to be created’ (Davis & Elliott, 2003, p. 1). The desirability of bringing environmental education into the mainstream has been expressed at the policy level for some time and, in this sense, the publication is timely. However, this brief (34 pages) guidebook alone is unlikely to generate the change for which it advocates.

The communication accretion spiral : a communication process for promoting and sustaining meaningful partnerships between families and early childhood service staff

Abstract: Findings of an investigation of parents' perceptions of early childhood service quality identified limitations in staff-parent communication which inhibit the development of a shared parent and sta...

Mathematics Teaching and Learning in the Early Years in Aotearoa/New Zealand

Abstract: Introduction Summarising the developments that have taken place in education can assist in understanding the wider picture of mathematics education within Aotearoa/New Zealand and identify possible sites of tension as well as cohesion. One clearly defined tension over the past decade has been the focus on the individual student, whose skills are assessed to provide international, national and local measures of individual achievement, alongside an increasingly sociocultural emphasis that recognises the importance of the social dimension of learning. During the past decade, the work of Lev Vygotsky has been increasingly influential in ways of looking at learning. Unlike the more individualist approach of Jean Piaget, Vygotsky's theory takes account of the community in which the learner lives, and the important role that more skilled others (peers, older children, adults) can take in supporting and facilitating learning. Family and community and responsive, reciprocal relationships are an integral part of the early childhood curriculum (Te Whariki, Ministry of Education, 1996), but have received less recognition in the school mathematics curriculum (Ministry of Education, 1992) and in the individualistic assessment policies that have dominated the school sector. Assessments such as those underpinning the Numeracy Projects (Ministry of Education, 2004a) provide a guide for teachers in their planning, but pay little attention to the situated nature of learning and the way action is 'mediated by social partners, social practices and tools' (see Carr, 2001, p. 8). This situation is not unique to Aotearoa/New Zealand. Fleer (2002) noted that in many Western countries, while sociocultural approaches have influenced teaching and learning, assessment practices have not undergone the same level of conceptual change. One of the challenges to the development of more complex sociocultural forms of assessment has been the desire for the measurement of educational outcomes chat has dominated the school sector, an approach resisted in early childhood education. In Aotearoa/New Zealand, this has led to very different assessments being made in early childhood education and in school, sometimes making it difficult for parents/caregivers and others to see the connections in their children's learning across the two sectors (Peters, 2004). The current curriculum reforms suggest greater cohesion between the sectors through a focus on key competencies. Drawing from the OECD work on 'key competencies for a successful life and a well-functioning society' (Rychen & Salganik, 2003), the Ministry of Education (2004b) has proposed replacing the eight essential skills in the Aotearoa/New Zealand curriculum framework (numeracy, information, problem-solving, social and cooperative, physical, self-management and competitive, work and study, and communication) with five key competencies. The exact nature of these competencies is still the subject of consultation and discussions, but the five that have been proposed are: thinking; relating to others; belonging, participating, and contributing; managing self; and making meaning. These changes link well with the focus on adult numeracy. If the aim is for the population to 'have the ability and inclination to use mathematics effectively' (Ministry of Education, 2001a, p. 1), then, as Niss (2003) reflected when considering mathematical competency, factual knowledge and technical skills are necessary, but not sufficient, for this purpose. The proposed competencies include knowledge, attitudes, values and motivation (Ministry of Education, 2004d), and thus, when considered in relation to mathematics, would foster both ability and inclination. Reflecting on the reforms of the past decade can help in setting new developments in context and considering future developments. The following sections summarise some of the key events in Aotearoa/New Zealand's mathematics education. …

The Normalised Child: A Non-Traditional Psychological Framework.

Abstract: The terms ‘normalisation’ and ‘normalised child’ were introduced into early childhood scholarship by Maria Montessori, whose ideas regarding norm and deviation in children's development and behavio...

A place for sound: Raising children's awareness of their sonic environment

Abstract: Introduction The premise for the study was that a young child's world is multi-sensory and learning is experiential. A feeling of 'being in a place' is informed by experiencing with all the senses, with the term multi-sensory meaning not just visual, tactile, locomotor and olfactory senses but also the often-ignored sense of hearing. The questions asked by this study include, 'Are young children motivated to investigate sounds in their local environment and, if so, how should the teacher support this process?' The 'Place for Sound' project explored sound environments at an early learning centre located in Melbourne close to the Yarra River and bicycle path, near a busy road and bridge, and a short walk from an inner city children's farm. This particularly diverse acoustic context was characterised by the sounds of active children, the distinctive sounds of bellbirds and the hum of nearby road traffic. This paper discusses the children's engagement with, and responses to, this sonic environment. Over eight weeks, on one morning per week, a group of 20 children, aged between four and five years, engaged in listening, sound-making activities and reflective discussions guided by emerging interests and ideas. This paper describes the program co-developed by the teachers and the 'soundscape researcher'--a skilled musician and educator who had also developed knowledge in the field of acoustic ecology. Environments for sound included the children's own bodies, the playroom, the playground, the Yarra River, under a roadway bridge, and a nearby children's farm. As the weeks progressed, the children experienced cycles of listening, questioning, representing in words and pictures, recording and reflection, and at the end of the program the construction of a sound map linked to audio, textual and visual documentation. Throughout this experiential learning process the children became more aware of their sonic environment and identified significant sounds, including the sounds of birds, water, traffic and leaves. Sound, curriculum, acoustic ecology and the environment Sound can be an integral part of any early childhood curriculum, and this view is clarified and strengthened by the theories stemming from the fields of acoustic ecology and environmental education. In a discussion of young children's learning through and about sound, there needs to be some clarification of the 'place of sound' within the early childhood curriculum. Experiencing sound has often been considered the responsibility of the music educator (McGinley, 2001); though early childhood explorations of sound are commonly integrated into the spontaneous play context, with teachers encouraging attentive listening habits and open-ended sound explorations, in the context of an emergent curriculum (Jones & Nimmo, 1994), experiences of sound evolve from the children's interests and investigations and include an inquiry into the qualities of sound, and exploring the characteristics and describing particular sounds (Dilkes, 1998). The field of acoustic ecology, initiated by the work of Murray Schafer (1977), has been inspiring educators to develop and document methods of investigating the sound environment in learning contexts at all levels. Every environment has sound, and sound is implicit in our experience of place, yet our attention is rarely drawn to it. Listening 'goes on continuously whether we like it or not, but the possession of ears does not guarantee its effectiveness' (Schafer, 1992, p. 7). Individuals attend to certain sounds and some sounds come into their awareness because they are significant, while others remain in the background. Through active or attentive listening, individuals make sound explicit, develop sensitivity to sound, make meaning of sound, and raise the possibility of connecting with the environment in a new way. The relationship between sounds, listeners and place is at the heart of notions of acoustic ecology, and, from this perspective, there is a form of 'acoustic communication' between the listener and the sounds in any environment. …

Developing in a New Language-Speaking Setting:

Abstract: This study investigated the effect of English-language acquisition on the learning experiences of a four-year-old Taiwanese immigrant child in a state kindergarten in New Zealand. Data was collecte...

Half days or full days of kindergarten? How and why parents decide

Abstract: Background to the study Tasmanian children attend kindergarten when they are four to five years of age, with each kindergarten being located at, or attached to, a local primary or district high school. The school principal is responsible for the leadership and management of the kindergarten, with each school setting catering for children from kindergarten to Grade 6 (or Grade 10 for district high schools). Over the past decade, the Tasmanian Department of Education has focused on developing strong links with parents of public school students. This approach has had an emphasis on fostering effective dialogue between school and community members, with parental input into a school's operation being encouraged at each site. Furthermore, the Department of Education (2000) recognises the importance of responding to changes in family structures and employment patterns within their operation. One of the changes being experienced in schools relates to the mode of attendance by kindergarten children. This change has involved a move from half-day kindergarten sessions (of three or four days a week) to full-day sessions (comprising two full days a week). In a study by Boardman (2002), Tasmanian kindergarten teachers reported increased pressure from many stakeholders in their schools, especially parents, to change from half-day kindergarten attendance to full-day provision, Teachers highlighted family reasons (including issues associated with working families, child care and travel), school-based reasons (issues related to maintaining enrolment numbers and accommodating part-time teachers), and educational reasons (including preparation of children for full-time schooling, enhancement of social interactions, and extended periods of time for learning) for this changed provision. A similar change in kindergarten provisions has also occurred in the United States over a longer period, with a number of early researchers (including Greer-Smith, 1990; Gullo, 1990; Rothenberg, 1984) indicating that changes in families have been instrumental in the move to full-day kindergartens for five- and six-year-old children in that country. These changes include issues relating to working parents, single parents, family mobility and an increase in the number of children in child care. More recently, West, Denton and Reaney (2000) have highlighted environmental factors such as family situation, type of schooling provision, and involvement in alternative childcare arrangements as affecting the child and his/her readiness to commence kindergarten. As parents are key players in this debate, it is important to investigate their perceptions regarding the changed attendance mode for kindergarten children. The provision of full-day kindergarten sessions allows families to cater for the complex demands involved when both parents work, or where children come from single-parent families. The decision by schools to move to full-day kindergarten attendance has the potential to assist the family with transportation and childcare needs (Gullo 1990; Housden & Kam 1992). Research in the United States by Housden and Kam (1992) indicates that parents seem to prefer full-day over half-day attendance, as it reduces the need for childcare services and thus reduces the number of transitions children experience in a typical day (Housden & Kam, 1992). Gullo & Maxwell (1997) say this is one way to ensure that 'children are receiving a consistent experience, with a single person, with consistent expectations, rather than experiencing multiple setting(s) with multiple caregivers having multiple expectations' (p. 120). However, Greer-Smith (1990) points out that the decision to move to all-day kindergarten provisions may suit the parents, but not necessarily the child. A further reason behind the parental push for full-day kindergarten programs pertains to the renewed interest in early academic preparation for children, designed to lead to later school success (Rothenberg, 1984). …