Carmen Dalli

Prof Carmen Dalli profile picture

Professor School of Education

Courses

Teaching in 2019

Research interests

Early childhood education policy; infants and toddlers; early development; ec teacher education

Qualifications

PhD Well, MEd Brist, BA(Hons) Malta

Profile

My research spans early childhood policy studies, professionalism in the early years, and under-three year olds in early childhood settings. Within these areas I have a strong interest in children’s transitions from home to their first early childhood setting, the nature of learning in the first years, children’s negotiations of peer interactions and the links between peer culture and children’s sense of well-being and belonging.

Current projects

  • War and Peace in the Nursery: How do young children negotiate conflict to establish belonging and well-being in a multi-ethnic NZ early childhood centre? This is a 3-year Marsden-funded project (2017-2020) exploring how language and embodied actions are used by young children in negotiating conflict and peacemaking and to establish a sense of belonging and well-being in a multi-ethnic early learning setting. (Principal investigator)
  • Creating early readers for Academic Success. Project funded by MFAT through Save the Children (NZ), investigating the Literacy Boost Programme implemented in East Nusa Tenggara Province, Indonesia. (Jun 2018 – Dec 2019). (Associate Investigator)
  • Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations. This book series, co-edited with Professor E. Jayne White, RMIT, Melbourne, Australia – was commissioned by Springer in 2015, with the first book – Policy and Pedagogy with Under-three Year Olds, published at the end of 2016. Two more books are under preparation.(Co-editor).
  • Professionalism and ethical practice in Early Childhood Services. A twenty-year follow-up study of how New Zealand early childhood practitioners deal with difficult situations in daily practice. The third national survey replicating two earlier ones, conducted ten years apart since 1994, is under analysis. (Principal investigator)

Recently completed projects

  • Infants and toddlers as learners: Pedagogy in the early years. Co-ordinating director. Funded by a Teaching, Learning Research Initiative (TLRI) grant from the New Zealand Council for Educational Research (2009-2010).
  • Quality early childhood education for under-twos: A literature review. Principal investigator: Funded by the Ministry of Education (2009-2010).
  • A Day-in-the-life of an early years practitioner: A 6-country collaborative project. Joint project co-ordinator with Prof Linda Miller from the Open University, Milton Keynes and Dr Mathias Urban, University of East London. Funded by Faculty Research Grant (2006-2009).

Supervision

I welcome supervision enquiries from students interested in: early childhood policy; infant and toddler pedagogy; young children’s (0-5 years) experiences in early childhood services, including home-based settings; teacher perspectives of their practice; early years professionalism.

Disciplines/Methodologies

Qualitative or mixed-method methodologies

Recently Completed Supervision

Doctoral thesis completions

Pairman, Ann (March 2018). Early childhood environments and their impact on learning.

Wan YUNUS, Farhana (February 2019). Peer interactions among under-three year old children in Malaysian childcare centres: A case study approach.

Maraea Hunia (December 2015). A qualitative study of the bilingual first language acquisition (BFLA) of two young children in a bilingual English-Māori speaking (BEMS) environment.

Dinh Thi Doan Huong (December 2014). Reconceptualising the new early childhood curriculum in Vietnam: Early childhood teachers’ perspectives.

Master’s thesis completions

Lukmanul Hakim (March 2015). Early childhood practitioners' insights on professionalism: views from Indonesia.

Recent publications

Edited Books and journal special editions

Miller, L.,   Cameron, C., Dalli, C. & Barbour, N. (Eds). (2018).Sage Handbook of Early Childhood Policy. London. Sage. https://au.sagepub.com/en-gb/oce/the-sage-handbook-of-early-childhood-policy/book245964

White, E.J., & Dalli, C. (2017). Under-three year olds in policy and practice. Springer Dordrecht Heidelberg London New York. http://www.springer.com/us/book/9789811022746

Dalli, C. & Meade, A. (2016). Research, Policy and Advocacy for Young Children. Wellington. New Zealand Council for Educational Research. http://www.nzcer.org.nz/nzcerpress/research-policy-and-advocacy-early-years

Miller, L. & Dalli, C. (Guest editors)(2014). International Journal of Early Years Education, 22:3. http://dx.doi.org/10.1080/09669760.2014.972157.

Articles and book chapters

Dalli, C. (2018). Concluding thoughts: What matters for high quality experiences for two-year olds in Early Years settings? In J. Georgeson & V. Campbell-Barr (Eds). Places for 2 year olds in Early Years: Supporting Learning and Development. pp. 142- 150. London: Routledge Taylor and Francis Group.

Cameron, C., Dalli, C., & Simon, A. (2018). The Development of a United ECEC Workforce in New Zealand and England: A Long, Slow and Fitful Journey. In L. Miller, C. Cameron, C. Dalli & N. Barbour (Eds.), The Sage Handbook of Early Childhood Policy. London: Sage.

Miller, L., Cameron, C., Dalli, C., & Barbour, N. (2018). Introduction: Exploring the landscape of Early Childhood Policy. In L. Miller, C. Cameron, C. Dalli & N. Barbour (Eds.), The Sage Handbook of Early Childhood Policy. London: Sage.

Dalli, C., Barbour, N., Cameron, C. & Miller, L. (2018). Closing Comments: Future directions for Early Childhood Policy. In L. Miller, C. Cameron, C. Dalli & N. Barbour (Eds.), The Sage Handbook of Early Childhood Policy. London: Sage

Dalli, C. (2018). Refreshing our work with infants and toddlers: Mantras from theory and research into practice. Folio, 22 (1), 15-20.

Publications

Recent Keynotes and Plenary sessions

Children’s conflicts and what they can teach us about how children negotiate belonging and well-being in an early childhood setting. Keynote address at Hutt City Kindergarten Conference, 15 April, 2019. Fraser Park Sports Centre, Lower Hutt.

Creating quality environments for infants and toddlers: What matters. Keynote address presented at Towards Quality Childcare, a joint seminar organised by Early Childhood Development Association Malta and the Malta Ministry for Education and Employment, 28 May 2018, Hamrun, Malta.

Te Whāriki: Children’s learning journey in NZ. Keynote address at Nursery World Conference: Play and Learning: A global perspective. 28 June 2017, London Nursery World.

ECCE teacher competencies for Quality Education in the Digital Age: A perspective from Aotearoa New Zealand.  Plenary paper presented at International Seminar on Early Childhood Care and Education and Parenting: Children’s Well-being and Effective Parenting in the Digital Age, 14- 17 November 2017. Yogyakarta, Indonesia.

Professionalising ECCE teachers in Aotearoa New Zealand. UNESCO Policy Forum: Teaching as a Profession, September 2017, Lomé, Togo.

The NZ early childhood curriculum and Diversity. UNESCO Policy Forum: Teaching as a Profession, September 2017, Lomé, Togo.

Te Whāriki: Children’s learning journey in NZ. Keynote address at Nursery World Conference: Play and Learning: A global perspective. 28 June 2017, London Nursery World.

Policy consultancy

Chair, Ministerial Advisory Group (MAG) to develop the  Early Learning Strategic Plan, 2018-2019. http://www.beehive.govt.nz/release/new-plan-high-quality-early-learning

Courses

Teaching in 2019