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Rogers, Margaret
- PublicationCOVID chaos has shed light on many issues in the Australian childcare sector. Here are 4 of them
Thousands of families are without childcare as hundreds of services have had to close due to a surge in COVID cases, while many more are running at reduced capacity. Many parents dread another chaotic year that may have them jugging childcare and work at home.
The government rescued the childcare sector several times over the past two years - making services eligible for a portion of their pre-pandemic payments as families pulled their children out. But these measures were only temporary.
The childcare system was already busting at the seams before COVID. I led an international survey in 2021, during the pandemic, in which early childhood educators’ gave ideas on how their government could support their work. In Australia, 51 educators participated.
Here are four preexisting the issues that have increased during the pandemic
- PublicationThe impacts of moral injury on First Responder, Defence and Veteran partners and children
When Australia is faced with the sudden and often unexpected impact of natural disaster and other forms of crisis, citizens typically "look for the heroes" – the brave first responders and Australian Defence Force (ADF) personnel who put their minds and bodies on the line to ensure the safety and well being of others.
- PublicationPost-Disaster Social Connectedness in Parent–Child Dyads: A Qualitative Investigation of Changes in Coping and Social Capital of Rural Australian Families Following Bushfires(Oxford University Press, )
;Stribley, Lisa ;Krishnamoorthy, Govind ;Dallinger, Vicki ;Ma, Jennifer ;Nielson, Thomas ;Bryce, India ;Rees, Bronwyn ;Morse, Alyssa; Burton, LorelleThe increasing frequency of natural disasters, such as bushfires, pose significant challenges for countries like Australia. This research investigates the changes in social connectedness following a bushfire disaster in 2019 in the rural community of Cudlee Creek, South Australia, Australia. Research has repeatedly highlighted the importance of social connectedness, social capital and secure attachment relationships in mitigating post-disaster mental health concerns. This study utilised semi-structured interviews with eight parent–child dyads twenty months post-disaster to understand changes in parent–child relationships, the quality of extended family ties and the role of the broader community in recovery and coping. Reflexive thematic analysis revealed three themes: (i) differences in children and parents in preferred forms of social support; (ii) a thinning of previously available support and (iii) altered patterns of communication in the parent–child relationships. The findings highlight the complex interactions of multi-systemic and intersectional disadvantages on social isolation and loss of social capital following disasters. The results also highlight the influence of stoic beliefs on patterns of miscommunication in parent–child dyads in rural contexts. Implications for the implementation of community-wide post-disaster supports, sociometric approaches to mental health screening and assessment, and targeted interventions for rural families.
- PublicationWhy HECS-HELP indexation relief is not enough for women
For three million Australians, the announcement of a reduction in indexation on their HECS and HELP student loan debt is welcome. The change means an estimated $3 billion will be wiped from student’s debt from July, because the amount is backdated to include the indexation added in 2023.
Also, proposed changes to the rate of indexation (similar to an interest rate) will not be based on inflation, but on more stable rates. The government is proposing it should be indexed using the Consumer Price Index or Wage Price Index, depending on which is lower on any given year.
- PublicationContextualised, not Neoliberalised Professionalism in Early Childhood Education and Care: Effects of Prescribed Notions of Quality on Educator Confidence in AustraliaThere is a standardised neoliberal inspired notion of what professionalism entails for early childhood educators. These standards tend to infiltrate much of the literature, reporting and pre-service educator training, creating a notion that educators are never quite good enough at what they do. Although constant reflection and aiming for excellence are strongly held Western ideals, the effect on educator confidence and their ability to recognise their own strengths and achievements can be real. This discussion paper seeks to challenge the idea that good quality early childhood practice can always be identified and standardised, arguing the need for professional discretionary decision-making in order to adjust practice to context. Drawing on an example from an Australian service, where knowledge, care, partnership and support for potentially vulnerable families to support their children was highly valued by parents, it illustrates that such qualities can go unrecognised by the staff themselves. What we risk losing when we prescribe what quality entails will be of interest to educational leaders, researchers and those who teach pre-service educators.
- PublicationYoung children's understandings and experiences of parental deployment within an Australian Defence Force family(2017-08-03)
; ; ; Military deployment is considered a stressful period for families (Palmer, 2008), typically lasting three to nine months for Australian Defence Force (ADF) personnel. To date, insufficient research has been conducted concerning children who experience deployment (Siebler, 2015). This study seeks to provide valuable insights into young children's understandings and experiences of their parents' military deployment in an Australian context. An adapted research framework, based on the policies from the United Nations Convention on the Rights of the Child (UNICEF, 2015) and Clark and Moss (2011), has been created to listen to and privilege the often marginalised child's voice. Employing a qualitative research approach known as Mosaic research, multiple methods of data collection are combined to gather various insights into children's experiences. Embracing an interpretivist epistemology, the researcher aims to create shared knowledges of children's understandings and experiences, progressively building insights into the child's experience and inviting discussions to take place about their experiences. The study found that young children's experiences of parental deployment included stressors, responses, adaptations and protective factors. Another major finding was that children's understandings of parental deployment were often underestimated by parents. Children's understandings were strongly influenced by time, place, acculturation, narrative, digital technology, cognitive development, adult reinforcement and the use of age and culturally appropriate resources. The central goal of Mosaic research 'is not to make children's knowledge unquestionable, but to raise it to such a level that children's knowledge about their lives is central to adult discussions' (Clark & Moss, 2011, p. 65). Such knowledge about children's understandings and experiences of deployment can inform effective support strategies for parents, educators and professionals who work with these children in the ADF and wider community. - PublicationListening to Children's Voices Through Art: Communicating Experiences and Understandings in Mosaic ResearchYoung children are able to express their experiences, understandings and thoughts by communicating through the use of the creative arts media with which they are comfortable and confident. My PhD study employed a qualitative Mosaic approach, so I was able to witness the way creative arts empowered children to make their often marginalised voices heard by: parents, educators, other researchers and policy makers. The study involved children aged two to five years within a long daycare service who were research participants and who became researchers themselves. A range of creative arts responses provided ways for children to: explore their experiences at home, express feelings about these events, share their desires for different experiences and create solutions for better outcomes. Children were also able to discuss each other's art responses and some were able to validate research themes. As researchers, using disposable cameras, the children were able to record happenings in their lives that were important as well as personal and cultural artifacts that had special meaning within the research themes. Parents were able to photograph the children guided by the children's instructions, so in effect, they directed data collection. The study presented ethical moments that required researcher reflexivity, including: ownership of data, educator involvement, management of activities and data collection. The study promoted an increase in the abilities of the children to verbally express emotional issues that were affecting them.
- PublicationEmpathy and Narrative: A Discussion of Contemporary Stories from Childcare and Healthcare(International Electronic Journal of Elementary Education, 2022-07-27)
; ; Jeffries, DianaIn caring professions, such as childcare and healthcare, empathy and narrative underpin important aspects of the emotional work of early childhood educators and nurses (Rogers, Jefferies & Ng, 2022). Unfortunately, they are not given much attention in scholarly articles, but it is important for practitioners to understand them (Barton & Garvis, 2019). This cross-disciplinary paper discusses the virtue of empathy from a philosophical stance, and its relationship to narrative when building shared understandings. There is a sense in which empathy and narrative are interdependent: storytelling helps to cultivate empathy in others, and empathy can be essential if we are to elicit and understand the stories that others have to tell. In fact, when it comes to eliciting and understanding the kinds of stories that are of particular interest for this paper (i.e., the personal stories to be told by young children participating in a research project, and those of patients in a healthcare setting), empathy tends to be especially important. As we argue, these examples drawn from early childhood education and care and healthcare serve to illustrate certain ways in which empathy, storytelling, and the development of shared understandings can be of deep significance; not only for researchers, educators and healthcare professionals, but also for senior administrative and public policy officials. - Publication‘We’re moving again’: Supporting children with family relocations
Although it can be exciting to move to a new house and community, relocations are a major source of stress for many families. The positive consequence of frequent relocations is that children get to know different parts of the country and sometimes different cultures if they are posted overseas. This can help to boost their confidence to relocate for study, work and relationships when they are adults. Also, if well supported, children can develop coping strategies to help deal with change.
Despite the positives, there are many challenges for children. They feel the stress within the family, and younger children might struggle to understand what is happening during the different stages of the move. For example, the service parent might leave early to start their new role, and the other parent and children are left to pack up their house and say goodbye. When they arrive at the new location, they might be living out of a suitcase for a few weeks before they can access their belongings.
- PublicationWhat happens now to children and families after these horrors?
In the aftermath of the horrors of the attacks in Bondi and Wakeley, many community members have been involved in or witnessed traumatic events. These can impact mental health and family life, what we call events which cause moral injury.
Our team has co-created resources to support children who grow up in families where a parent has a moral injury. As Anzac Day approaches, it is also relevant to consider defence, veteran and first responder (service) families.