CDU Researcher Profile

• Research interests
• Publications
• Current projects
• Recent completions supervised

Research Interests

My broad research interests are in the field of 'learning in early childhood' including:

• Young children and education
• Aboriginal perspectives in early childhood and
• Museum education for young children
  
  

Recent Publications

Journal & Online Publications

1. Fasoli, L. (2003). Reflections on doing research with young children. In: Fasoli, L. and Sumison, J. (eds). Research with Children. Themed Edition of Australian Journal of Early Childhood, 26 (4), pp 7-11.
2. Fasoli, L. (2003). Reading photographs of young children: Looking at practices. Contemporary Issues in Early Childhood on line at , 4 (1), pp 32-46.
3. Fasoli, L. (2001). Research with Children: Ethical Mind-fields. Australian Journal of Early Childhood, 26 (4), pp 7-11.
4. Fasoli, L. and Ford, M. (2001). Indigenous Early Childhood Educator's Narratives: some methodological considerations. Australian Journal of Early Childhood.
5. Fasoli, L. and Ford, M. (2001). Indigenous Early childhood Educator's Narratives: Relationships, Not Activities. Australian Journal of Early Childhood.
6. Fasoli, L., Creswick, and Hazard. (1999). Linking to Learn: Developing links in the Northern Territory. Every Child, 5 (2), pp 6-7.
7. Fasoli, L. and Woodrow, C. (1998). Change and criticism: Thinking critically in early childhood collaboration. Australian Journal of Early Childhood, 23 (1), pp 40-44.

Conferences

1. Fasoli, L. (2003). Early Childhood Professionals Standing at the Gate: Collaborating across our Communities of Practice. Keynote address presented at the Northern Territory Children's Services Conference, September, 4-6, Darwin, NT.
2. Fasoli, L. (2003). What counts in Early Learning? Keynote address presented at the South Australian Curriculum Studies Association Early Years Band Reference Group Seminar: What counts in Early Learning? August, 25, Adelaide, SA.
3. Fasoli, L. (2002). Community(s) of Practice in Early Childhood: A New Framework. Beyond What's "Best"for Children. Creating our Community of Practice. Creche & Kindergarten International Early childhood Conference. 24-26 June. Broadbeach, Qld.
4. Fasoli, L. (2002). Following the Signs: Induction of Young Children to the Art Gallery. Paper presented at UNCOVER: Graduate Research in the Museum Seminar, Australian Museum, Sydney, May 24. Online at http://www.amonline.net.au/uncover/abstracts/abstract10.htm
5. Fasoli, L. (2001). Communities of practice in the early childhood years: Learning in an art gallery In M. Brennan (Ed.) 'Education Futures and New Citizenships': Proceedings of the 10th National Biennial Conference of the Australian Curriculum Studies Association, Canberra, ACT, ASCA: Deakin West, ACT. Online at http://www.acsa.edu.au/2001conf/abstract_contents.htm

Books and Book Chapters

1. Fasoli, L. 1999. Developmentally Appropriate Play and Turtle Hunting. In E. Dau (Ed.) Child's Play. Sydney: MacLennan & Petty.

Education Materials/Training Manuals

1. Fasoli, L. and Connell, L. (2003). EDN531 Teaching with Multiple Intelligences. Online unit developed at the Northern Territory University.
2. Fasoli, L. (1998). Understanding and Guiding Children's Behaviour II. Module CHC029, Diploma in Children's Services Mixed Mode Materials Development. Northern Territory University.
   
   

Current Projects

1. 'Both Ways' Children's Services Project The project is a participatory action research study designed to generate and document Indigenous stories of practice about child care provision in remote Aboriginal community contexts. The overall purpose of this project is to investigate, generate and document stories of practice about the development of child care services in Aboriginal communities in the Northern Territory, with a focus on Indigenous Australian perspectives.
   
   
2. Turning Points: Connections for Children's Services Professional Development This project aims to enhance the qualifications of childcare workers in a cluster in the children's services profession and build a self-sustaining learning culture within the cluster or community of practice. The key components of the project are action research for professional development underpinned by contemporary understandings of professional development as community learning that are drawn from the 'Communities of Practice' literature. It is expected that this pilot project will enhance the professional qualifications and knowledge of participants. The knowledge generated among the participants, their sponsors and the project team itself will inform professional development practices within this professional area.

Recent Completions Supervised