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Programmes
Grad Dip Tchg (ECE) B Ed (Tchg) M Ed (thesis and dissertation supervision)
Teaching Area/Interests
- early childhood curriculum and pedagogy
- teacher professional knowledge and development
- I am fortunate to be able to combine these interests through my current teaching and co-ordination of EDCURRIC 630 Early Years Curriculum in both face-to-face and flexible modes, and EDUC 767 Issues in Early Childhood Curriculum, co-taught with Sandy Farquhar in semester 2, 2008
Research Interests (area & methodologies)
- early childhood curriculum and pedagogy
- teacher professional knowledge and development
- involvement of children in research in an ethical manner
- qualitative, interpretivist methods, particularly case studies
Research activity:
I have recently completed my PhD thesis, titled "Funds of knowledge in early childhood communities of inquiry" that investigates teachers and children co-constructing curriculum from children's interests and inquiries. I spent 2005 in two early childhood centres (Takapuna Kindergarten and The No 1 Kindy) undertaking fieldwork for the study. My teaching and research are grounded in sociocultural theory, specifically social-constructivist theories and investigations of pedagogical relationships (including that between teachers and a university-based researcher) that lead to positive outcomes. I value the time participants generously give to research. I built in a question about links between research, practice and professional learning to ensure there were benefits for the teachers and children involved and also work with the principle of credit rather than anonymity to acknowledge that involvement. I will be working on publishing about children's interests, teachers' and children's funds of knowledge, children's working theories, models for teachers' professional learning, evidence-informed practice, and promoting curiosity and inquiry over the next few years.
In 2008 I will also be engaged in two further projects, titled:
"Preparing early childhood student teachers for working with diverse families: The impact of a community placement experience" investigating year 3 B Ed (Tchg) students' experiences of EDPRAC 306a with Debora Lee; and
"The long-term outcomes of childhood interests and implications for early childhood education" - a narrative study involving interviews with young adults aged 18-25.
Recent peer-reviewed publications include:
- Hedges, H., & Nuttall, J. (2008, in press). Macropolitical forces and micropolitical realities: Implementing Te Whāriki. In V. Carpenter, J. Jesson, P. Roberts & M. Stephenson (Eds.), Nga kaupapa here. Connections and contradictions in education (pp. 77-87). Adelaide: Thomson.
- Hedges, H. (2008, in press). "You don't leave babies on their own": Interests, inquiry and identity in early childhood education. In C. Rubie & C. Rawlinson (Eds.), Challenging thinking about teaching and learning (pp. tobe advised). New York: Nova Science Publishers.
- Keesing-Styles, L., & Hedges, H. (Eds.), (2007) Theorising early childhood practice: Emerging dialogues. Baulkhan Hills, NSW: Pademelon Press.
- Hedges, H., & Keesing-Styles, L. (2007). Theorising practice: Emerging trans-Tasman dialogues. In L. Keesing-Styles & H. Hedges (Eds.), Theorising early childhood practice: Emerging dialogues (pp. xxi-xxvii). Baulkham Hills, NSW: Pademelon Press.
- Goodfellow, J., & Hedges, H. (2007). Early childhood practitioner research "centre stage": Contexts, contributions and challenges. In L. Keesing-Styles & H. Hedges (Eds.), Theorising early childhood practice: Emerging dialogues (pp. 187-210). Baulkham Hills, NSW: Pademelon Press..
- Hedges, H., & Cullen, J. (2005). Meaningful teaching and learning: Children’s and teachers’ content knowledge. ACE Papers 16: Approaches to domain knowledge in early childhood pedagogy, 11-24. Retrieved December 1, 2005
- Cullen, J., Hedges, H., & Bone, J. (2005). Planning, undertaking and disseminating research in early childhood settings: An ethical framework. Retrieved May 16, 2005 from http://www.childforum.com/publication_details.asp?REF_NO=17
- Hedges, H., & Gibbs, C. J. (2005). Preparation for teacher-parent partnerships: A practical experience with a family. Journal of Early Childhood Teacher Education, 26(2), 115-126.
- Billman, N., Geddes, C., & Hedges, H. (2005). Teacher-parent partnerships: Sharing understandings and making changes. Australian Journal of Early Childhood, 30(1), 44-48.
- Hedges, H., & Cullen, J. (2005). Subject knowledge in early childhood curriculum and pedagogy: Beliefs and practices. Contemporary Issues in Early Childhood, 6(1), 66-79.
- Hedges, H. (2005). "I will see more because I am bigger". Primary Science Review, 88, 13-15.
Professional Links
I value links with the academic and professional communities to support my research and teaching interests (and sustain my curiosity!) Current involvement includes:
- editorial team member New Zealand Research in Early Childhood Education
- editorial board member Nga Tau Tuatahi/The First Years: Journal of Infant and Toddler Education
- member of Early Childhood Research Network and New Zealand Association for Research in Education
- member of Auckland Kindergarten Association Research Access and Ethics Committee
- National Board member of Barnardos New Zealand - see http://www.barnardos.org.nz/home/index.asp
University Committees served on
- Grad Dip Tchg (ECE)
- School of Teaching, Learning and Development Research committee
- School of Teaching, Learning and Development Teaching and Learning committee
Qualifications / Degrees
- BA (Hons) - Victoria University, Wellington, 1980
- Dip Tchg - Wellington Teachers College, 1981
- M Ed (Early Years) - Massey University (Palmerston North), 2002
- PhD - Massey University (Palmerston North), 2007
Previous professional experience (prior to present position)
- secondary teaching 1982-1990, early childhood teaching, parent involvement in Playcentre 1988- 1993
- early childhood teacher education and professional development since 1993
- My secondary teaching was primarily in English and Social Sciences, taught both in face-to-face and correspondence contexts. The challenges of building relationships with "distance" students originated there and continue to be actively developed and built on when teaching by "flexible" mode in the Faculty currently. I have worked in four very different contexts of early childhood teacher education in Auckland from private provider to university-based settings.
Other information, interests or things that drive you
I am driven by curiosity - firstly that of infants, toddlers and young children as they wholeheartedly learn to become part of the communities and cultures that they participate in; then of my own students as I get to know them and what interests and motivates them; and my own curiosity about the complexity of early childhood curriculum and pedagogy. I believe that learning and inquiry should be absorbing and engaging. I also believe that finding some "balance" in life is important and try to keep fit and active, and enjoy leisure time with family and friends, reading fiction, watching movies and listening to music.
Link to other web sites
One of my published papers is freely-available on http://www.ecrp.uiuc.edu/v6n1/hedges.html and another on http://www.education.auckland.ac.nz/uoa/education/about/research/foedresearch/acepapers/issue5.cfm.
A co-authored ethical framework for decision-making about research in early childhood education is available on http://www.childforum.com/ec_article_details.asp?REF_NO=5
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