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Institute of Early Childhood

Dr Sheila Degotardi

bio Degotardi SheilaPosition: Associate Professor, Early Childhood

Email: sheila.degotardi@mq.edu.au

Fax: 98509890

Phone: 98509895

Office: X5B277

Qualifications: PhD, Master of Early Childhood, Bachelor of Education (Early Childhood)

Areas of Expertise

  • Infant-toddler curriculum and pedagogy
  • Relationship-based pedagogies and learning
  • Children's play and inquiry
  • Teacher and parent perspectives about children and their learning

Profile

Sheila Degotardi is an Associate Professor and early childhood teacher with over 20 years of experience teaching and researching in the early childhood education sector. After completing her initial teacher education degree, she taught in a range of early childhood settings before commencing her PhD at Macquarie University in 1999. Sheila joined the Institute of Early Childhood academic staff in 2005 and, since that time, has developed an international research profile in the area of infant-toddler curriculum and pedagogy. Her work reflects a strong commitment to the significance of children's first years of life and the roles of those who educate and care for very young children. Her teaching and research work aims to enhance current understandings of the richness and potential of children's earliest experiences.   

Teaching

Session (2013)

Unit Number

Unit Title

Role

 

 

ECED832

Contemporary approaches to infant-toddler theory and practice

Convener

 

ECHE311

Infant - toddler curriculum and pedagogy

Convener

 

Post-graduate Research Supervision

Name

Conferred

Research Topic

Belinda Davis

PhD

Working with infants and toddlers: What discourses shape educators' understandings and practices

Frances Hoyte

PhD

Using their words: How five and six year old children use language in the context of friendship and play

Dora Lan

PhD

Taiwanese mothers' beliefs about young children's English language  and literacy development

Selma Wastell

MRes

Children's concept of belonging: An authentic inclusion of children's voices

Jing Han

MRes

A mixed methods exploration of educators' use of language facilitation strategies and infants' and toddlers' language participation during snack time in Australian long-day-care centres 

 

Grants

External competitive and contract funding

Year Source Title Amount
2014 ARC Discovery Grant Investigating educator-infant talk and infant peer  interactions in Long day care care $250,000
2014 ARC Linkage Grant What's best for my child? Parents' perspectives of childcare quality and early learning as contributors to childcare choice $326,000
2008 Macquarie University External Collaborative Research Grant in partnership with Uniting Care, Burnside Exploring the efficacy of an integrated child and family service model in a disadvantaged area: Child, parent and professional outcomes. $77,387

Internal competitive funding

Year Source Title Amount
2014 MQ ARC Safety net scheme Investigating the quality of educator-infant interactions in long day care $25,000
2010 MQ Competitive Grants Scheme Student and staff perspectives and expectations of first-year students' academic skills. $9,754
2009 MQ Research Development Grant A study of the relationship perspectives and priorities of children, families and staff in early-childhood centres. $41,504
2007 IEC Foundation Grant Making connections: The dynamics of a relationship formation in a long-day-care nursery $4,865
2006 Macquarie University New Staff Grant High quality, responsive caregiving in early childhood infancy programs: The role of caregiver interpretations and professional qualifications. $19,966
2003 Australian Centre for Educational Studies Research Seeding Grant Understanding and theorising about infants: 400-level students understanding of infant development $3,266

Publications

Scholarly Books and Chapters

Year Link Citation
2014   Degotardi, S., & Pearson, E. (2014) The relationship worlds of infants and toddler: Multiple perspectives from early years research and practice. Maidenhead, UK: Open University Press.
2014  
Degotardi, S. (2014). Mind mindedness: Forms, features and implications for infant-toddler pedagogy. In S. Robson and S. Flannery Quinn, (eds.). Routledge international handbook of young children's thinking. Londin: Routledge.
2014   Degotardi, S. (2014). Expressing, interpreting and exchanging perspectives during infant-toddler social interactions: The significance of acting with others in mind. In L. Harrison and J. Sumsion (eds.), Lived Spaces of infant-toddler education and care: Exploring diverse perspectives on theory, research, practice and policy. New York, NY: Springer
2013   Degotardi, S. (2013). Actions, words and interpretations: Conceptualising the nature of agency support during educator-infant play. In O.F., Lillemyr, S. Dockett, and B. Perry, (Eds.), Varied Perspectives of play and learning: Theory and research on early years' education. Charlotte, NC: Information Age Publishing.
2012   Degotardi, S., Semann, A., & Shepherd, W. (2012). Using practitioner inquiry to promote reflexivity and change in infant-toddler early childhood programs. In P. Whiteman and K De Gioia (eds). Children and Childhoods: Perspectives, places and practices (pp. 36-57). Newcastle upon Tyne: Cambridge Scholars Publishing.  
2011   Degotardi, S. (2011). Two Steps Back: Exploring observer identity and presence while observing infants in the nursery. In E. Johansson & E. J. White (eds.), Educational research with our youngest: Voices of infants and toddlers (pp 15-38). New York, NY: Springer.
2005   Degotardi, S (2005). Exploring children's play: Development and contexts. In A. Talay-Ongan and E.A. Ap (Eds.) Child development and teaching young children. Sydney, Thomson.   
2010   Degotardi, S. & Pearson, E. (2010). 'Knowing me, knowing you: The relationship dynamics of infant play', In M. Ebbeck & M. Waniganayake (Eds.) Play in early childhood education: Learning in diverse contexts (pp.46-66). Melbourne: Oxford University Press.
2003   Degotardi, S. (2003). Getting to know what they're doing: Observing children's use of their understanding of mind during social interactions. In C. Tan-Niam (Ed.), Intersubjectivity, theory of mind, and social competence in children's interactions (pp. 46-60). Singapore: Integrated Press.
2003   Tan-Niam, C. & Degotardi, S. (2003). Implications and conclusion. In C. Tan-Niam (Ed.), Intersubjectivity, theory of mind, and social competence in children's interactions (pp. 61-63). Singapore: Integrated Press.

Journal Articles

Year Link Citation
Online  

Davis, B., & Degotardi, S. (online first, 2015). Who cares? Infant educators' responses to professional discourses of care. Early Child Development and Care. Doi: 10.1080/03004430.2015.1028385

In press

 

Hoyte, F., Torr, J, & Degotardi, S. (in press, accepted 4th January, 2015). What's it all about: topic choices in young children's play. International Journal of Play.

Online

 

Hoyte, F., Torr, J. & Degotardi, S (online first). Creating pretence and sharing friendship: Modal expressions in children's play. International Journal of Early Years Education, doi: 10.1080/09669760.2014.992867.

2015

 

Davis, B. & Degotardi, S.  (2015). Educator's understandings of, and support for, infant peer relationships in early childhood settings. Journal of Early Childhood Research, 13 (1), 64-78. Doi: 10.1177/1476718X1453860 (Google scholar - 2)

2014

 

Hoyte, F., Torr, J., & Degotardi, S. (2014). The language of friendship: Genre in the conversations of preschool children. Journal of Early Childhood Research, 12, 20-34, doi: 10.1177/1476718X13492941

2013   Lan, Y-C., Torr, J., & Degotardi, S. (2013). Taiwanese Mothers as Their Child's First English Teacher: Issues and Challenges. Asia - Pacific Journal of Research in Early Childhood, 7(3), 1-18
2013   Degotardi, S., Sweller, N., & Peason, E. (2013). Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships. International Journal of Early Years Education, 21(1), 4-12
2012   Hoyte, F., Torr, J., & Degotardi, S. (2014). The language of friendship: Genre in the conversations of preschool children. Journal of Early Childhood Research, 12, 20-34: doi:10.1177/1476718X13492941  
2012   Degotardi, S., & Sweller, N. (2012). Mind-mindedness in the nursery: Associations with early childhood practitioner sensitivity and stimulation. Early Childhood Research Quarterly. 10.1016/j.ecresq.2011.09.002
2012   Lan, Y-C., Torr, J., & Degotardi, S. (2012). Taiwanese mothers' motivations for teaching English to their young children at home. Child Studies in Diverse Contexts, 2, doi:10.5723/csdc.2012.2.2.133
2011   Degotardi, S. (2011). From greetings to meetings: How infant peers welcome and accommodate a newcomer into their classroom. The First Years Tga Tua Tuatahi: New Zealand Journal of Infant and Toddler Education,13(2), 29-33
2011   Lan, Y-C., Torr, J., & Degotardi, S. (2011). Learning English as a Foreign Language at Home: The Practices of Taiwanese Mothers and Their Preschoolers. Journal of Modern Education Review, 1 (1), 10-21.
2011   Lan, Y-C., Degotardi, S., & Torr, J. (2011). Factors related to the home teaching of English language to preschool aged children. Asia Pacific Journal of Research in Early Childhood Education, 5(2), 27-48.
2010   Degotardi, S. (2010). High quality interactions with infants: Relationships with early childhood practitioners' interpretations and qualification levels in play and routine contexts. International Journal of Early Years Education, 18 (1), 27-41.   
2009   Pearson, E., & Degotardi, S. (2009). Education for sustainable development in early childhood education: A global solution to local concerns? International Journal of Early Childhood, 41(2), 97-111.   
2008   Degotardi, S. (2008). Looking out and looking in: Reflecting on conducting observational research in a child-care nursery. The First Years Tga Tua Tuatahi: New Zealand Journal of Infant and Toddler Education, 10(2),15-19.
2009   Degotardi, S. & Pearson, E. (2009). Relationship theory in the nursery: Attachment and beyond. Contemporary Issues in Early Childhood, 10(2), 144-155.    
2008   Degotardi, S. (2008). Looking out and looking in: Reflecting on conducting observational research in a child-care nursery. The First Years Tga Tua Tuatahi: New Zealand Journal of Infant and Toddler Education, 10(2), 15-19.   
2008   Degotardi, S., & Davis, B. (2008). Understanding infants: Characteristics of early childhood practitioners' interpretations of infants and their behaviours. Early Years: An International Journal of Research and Development, 28(3), 221-234.
2008   Degotardi, S., Torr., & Cross, T. (2008). He's got a mind of his own: A framework for determining mothers' beliefs about their infants' minds. Early Childhood Research Quarterly, 23(2), 259-271.
2007   Degotardi, S. & Torr, J. (2007). A longitudinal investigation of mothers' mind-related to talk to their 12 to 24-month-old infants. Early Child Development and Care, 177(6-7), 767-780.
1999   Dockett, S., Szarkowicz, D., Petrovski, P., Degotardi, S., & Rovers, F. (1999). "I annoy him and he hits me": Interactions of popular, neutral and unpopular children. Journal of Australian Research in Early Childhood Education, 1, 59-71.
1999   Degotardi S, Cross A. (1999); Children's expression of their understanding of mental states: More than speaking their mind in Australian Research in Early Childhood Education, Vol. 1, pp.46-59, Australian Early Childhood Research Association, Canberra, A
1997   Dockett, S. & Degotardi, S. (1997). Some implications of popularity at age four. Journal of Australian Research in Early Childhood, 1, 21-30.

Other public output

Year Link Citation
2011   Degotardi, S. (2011). Guest Editorial: Perspectives and participation in infant-toddler research. The First Years Tga Tua Tuatahi: New Zealand Journal of Infant and Toddler Education, 13(2), 3-4
2011   Degotardi, S (2011). Commentary to Cecilia Walletedt, Niclas Pramling and Ingrid Pramling Samuelsson: Embodied voice and voicing embodied knowing. In E. Johansson & E. J. White (eds.), Educational research with our youngest: Voices of infants and toddlers (pp 103-106). New York, NY: Springer.
2010   Semann, A., Waniganayake, M., Degotardi, S et al. (2010). Capturing community voices: a community consultation to inform the development of the second municipal early years plan for the city of Melbourne. Report commissioned by the City of Melbourne Council.
2009   Hadley, F., De Gioia, K., Degotardi, S., Cheeseman, S., & Highfield, K. (2009). Action research for pedagogical change. Educational Research @ Macquarie, 19-20.
2009   Degotardi, S. (2009).  Mind-mindedness: An interpretive approach to infant education. Every Child, 15(1), 32.
2006   Degotardi, S (2006). Book Review: Infants' sense of people: Precursors to a theory of mind. Educational Psychology, 26(6), 853-854.