Dr Nicole Leggett

Dr Nicole Leggett

Lecturer

School of Education (Education)

Career Summary

Biography

I have worked in the early childhood profession for the past 28 years. I commenced my career as an untrained assistant in a community-based preschool and after completing the Bachelor of Teaching (Early Childhood) through Macquarie University, moved on to fulfill the role as Director of a Long Day Care centre. In 2009, I graduated with a Master's Degree in Early Childhood through Macquarie University and in 2015 I graduated with a Doctorate of Philosophy through the University of Newcastle. I currently lecture in a range of courses for the Bachelor of Teaching (Early Childhood and Primary) (Honours) degree at the University of Newcastle. My interests are in creative arts with additional training in Kodaly early childhood music education and dance. In 2008 I received a travel Scholarship to the Professor's workshops in Reggio Emilia. This experience is one I often share with students to inspire, motivate and challenge them on creating communities where children belong and have participatory rights. 

My PhD was titled: INTENTIONAL TEACHING PRACTICES OF EDUCATORS AND THE DEVELOPMENT OF CREATIVE THOUGHT PROCESSES OF YOUNG CHILDREN WITHIN AUSTRALIAN EARLY CHILDHOOD CENTRES. 

This research examined the role of the educator as an intentional teacher within Australian early learning environments and investigated the relationship of this role to children’s developing creativity.One significant implication of this study was its potential to assist educators in the recognition and implementation of specific identified strategies for intentional teaching as part of their pedagogical practices. This study concluded by contributing further understandings for the role of the intentional teacher in supporting the development of creative thinking in young children as part of the Early Years Learning Framework (EYLF) within Australian contexts.  

In 2014, together with Associate Professor Linda Newman, I presented at the HICE conference in Hawaii. Our paper in draft is titled:Intentional play: Challenging educator’s beliefs about ‘free-play’ within a play-based curriculum.  



Qualifications

  • PhD, University of Newcastle
  • Master of Early Childhood Studies, Macquarie University

Fields of Research

Code Description Percentage
139999 Education not elsewhere classified 100

Professional Experience

UON Appointment

Title Organisation / Department
Lecturer University of Newcastle
School of Education
Australia

Awards

Award

Year Award
2014 PHD publication award 2014
The University of Newcastle
2008 2008: Travel Scholarship Macquarie University, Master’s Degree.
Macquarie University

Research Award

Year Award
2015 Inaugural Ourimbah Research Development RHD Internship (Educational Research Institute Newcastle).
The University of Newcastle
2014 Inaugural Ourimbah Research Development RHD Internship (Educational Research Institute Newcastle).
The University of Newcastle
2013 Inaugural Ourimbah Research Development RHD Internship (Educational Research Institute Newcastle).
The University of Newcastle
2012 Inaugural Ourimbah Research Development RHD Internship (Educational Research Institute Newcastle).
The University of Newcastle
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Journal article (5 outputs)

Year Citation Altmetrics Link
2015 Leggett N, Ford M, 'Group Time Experiences: Belonging, Being and Becoming Through Active Participation Within Early Childhood Communities', Early Childhood Education Journal, (2015)

The National Quality Standards (NQS) as part of the Australian National Quality Framework were developed in 2011 and included several references to the organisation of small and l... [more]

The National Quality Standards (NQS) as part of the Australian National Quality Framework were developed in 2011 and included several references to the organisation of small and large groups within early childhood settings (ACECQA 2013). The NQS act in tandem with the Early Years Learning Framework (EYLF) (DEEWR 2009) and are the basis by which early childhood centres are assessed for accreditation in Australia. This paper draws upon current research with early childhood educators as they struggle to understand the new concept of ¿intentional teachers¿ within this new regime. There also appears to have been a dramatic shift in the understanding about how large and small groups operate within centres. As the accreditation process unfolds, some early childhood centres have been advised to abandon large or whole group work. At the core of the EYLF are the notions of ¿being, belonging, becoming¿, locating young children as part of a community of learners within a democratic society. It therefore appears that tensions and contradictions are emerging between the fundamental principles of the EYLF as they are juxtaposed against the requirement of the NQS. Critical Pedagogy of Place provides a theoretical framework in which to interrogate the ways some early childhood educators interpret intentional teaching both in terms of the organisation of spaces in early childhood centres and the organisation of the children as they inhabit those spaces (Gruenewald 2008). This paper argues that the possible abandonment of large group experiences runs the risk of disconnecting children from their communities and the relationships they form as social participants. Furthermore, it is argued that whole group experiences are crucial elements that facilitate a child¿s identity and active citizenry.

DOI 10.1007/s10643-015-0702-9
2013 Leggett N, Ford M, 'A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the Early Years Learning Framework', AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD, 38 42-50 (2013) [C1]
Citations Scopus - 1
Co-authors Margot Ford
2013 Leggett NM, 'No Rhyme nor Reason', Every Child, 19 34-35 (2013) [C3]
2011 Leggett NM, 'Searching for the pot of gold', Every Child, 17 16 (2011) [C3]
2009 Leggett NM, 'A journey of discovery', Bedrock, 14 10-11 (2009) [O1]
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Research Supervision

Number of supervisions

Completed0
Current1

Total current UON EFTSL

PhD0.15

Current Supervision

Commenced Level of Study Research Title / Program / Supervisor Type
2013 PhD The Impact of Preschool Educational Programs on Children's Creative Thinking: A Cross-Cultural Study of Educational Programs and Children's Creative Thinking in Iran and Australia
Curriculum & Education Studies, Faculty of Education and Arts, The University of Newcastle
Co-Supervisor
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Dr Nicole Leggett

Position

Lecturer
Nicole.Leggett@newcastle.edu.au
School of Education
Faculty of Education and Arts

Focus area

Education

Contact Details

Email nicole.leggett@newcastle.edu.au
Phone (02) 43484041

Office

Room Humanities building HO1.05
Building Humanities building Ourimbah
Location Ourimbah Campus
10 Chittaway Road
Ourimbah, NSW 2258
Australia
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