Marianne Knaus

The Lifecycle of a Student-Led Community of Practice in Higher Education

This chapter profiles a higher education community of practice that has developed as a result of student initiatives. It demonstrates how a core group of students in a university context were the driving force in organizing social and academic network support systems to assist students in their transition to university and in developing a sense of identity and belonging. In the outset, it was not intended to be a community of practice, but as the commitment, drive and energy of the core group became evident, other members wanted to be a part of this developing community. The benefits for individuals included increased motivation, self-confidence, experiences in leadership roles, and a sense of belonging. The community of practice became an asset to the organization providing support networks for students as well as social engagement. This chapter will center on the lifecycle of the organization that became “Network Teach”, and uses Lave and Wenger’s (Situated learning: legitimate peripheral participation. Cambridge University Press, Cambridge, 1991) social learning theory to demonstrate the progression of how a community of practice evolved.

Supporting early mathematics learning in early childhood settings

DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn mathematical concepts, early childhood educators are still strongly influenced by dated ideas that mathematics education should be delayed until formal schooling. Such attitudes are contributing to Australias poor rating of young childrens mathematics skills as compared to other Organisation for Economic Co-operation and Development (OECD) countries. Negative perceptions about mathematics as well as a lack of knowledge of curriculum content and pedagogy are major factors limiting mathematics experiences in the early years. This project employed a multi-site case study approach to investigate the teaching of mathematics in early childhood education and care (ECEC) centres and the impact of a professional development intervention on the type and frequency of mathematics experiences for children before starting formal schooling.

‘Time for Being’: Why the Australian Early Years Learning Framework opens up new possibilities

Many Western countries around the world have been reviewing policy and practice aimed at enhancing the quality and professional practice of early childhood education. The response has been to establish government-sanctioned curriculum frameworks based on current research and the dominant discourses of educational provision. The successful implementation of a curriculum framework relies not simply on the policy or regulatory practice, but on educators; their interpretation, knowledge and understanding of the framework; and their ability to apply it to their pedagogical practices. Australia too has introduced a new national learning framework, the Early Years Learning Framework, titled Belonging, Being and Becoming. ‘Being’ is central to the framework but what does it really mean? Our Being is part of who we are and yet is difficult to describe. This article aims to provide insights into the meaning and importance of Being in the context of early childhood education and care settings. It draws on Heidegger’s ontological explanation of the concept of Being and offers clarification on what it means to Be and why it is significant for early childhood educators and children.