Publications Carmen Dalli

Recent publications

Edited books/Special editions

Miller, L., Dalli, C., & Urban, M. (Eds.). (2012). Early childhood grows up: Towards a critical ecology of the profession. Springer Dordrecht Heidelberg London New York.

Dalli, C. & Urban, M. (Eds) (2010). Professionalism in early childhood education and care: International perspectives. London & New York. Routledge.

Journal articles

Pairman, A. & Dalli, C. (2017) Children creating spaces of care in diverse early childhood centre built environments : a complex interplay of social relations and materiality.  In J. Horton & M. Pyer (eds). Children, young people and care. Ch 8. pp. 124-143. London : Routledge Spaces of Childhood and Youth Series.

Dalli, C. (2017). Tensions and challenges in Professional Practice with under-threes: A New Zealand reflection on early childhood professionalism as a systemic phenomenon. In E.J. White & C. Dalli (Eds). Policy and Pedagogy with under-three-year olds. (pp. 115-129). Dordrecht. Springer.

Dalli, C., Te One, S., & Pairman, A. (2017). Les défis de la recherche avec les enfants dans les structures éducatives. In P. Garnier & S. Rayna (Eds). Recerches avec les jeunes enfants. Perspectives internationales. (pp.135-155). Bruxelles.P.I.E/ Peter Lang

Dalli, C. & White, E.J. (2017). Policy and pedagogy for birth-to-three year olds. In In E.J. White & C. Dalli (Eds) Policy and Pedagogy with under-three-year olds. (pp. 1-14). Dordrecht. Springer

Cherrington, Sue  & Dalli, C. (2017): What troubles early childhood educators in New Zealand: a 20-year cross-sectional study of ethical difficulties in early childhood practice, Early Years, DOI: 10.1080/09575146.2017.1382447

Dalli, C. (2016) Research, policy and advocacy in the early years: An introduction. In C. Dalli & A. Meade (Eds). Research, Policy and Advocacy for Young Children. (pp.1-11). Wellington. New Zealand Council for Educational Research.

Dalli, C. & White, E.J. (2016). Group-based early education and care for under-2-year olds: Quality debates, pedagogy and lived experience. In A. Farrell, S.L. Kagan & E. K. M. Tisdall (2016) (Eds).The Sage Handbook of Early Childhood Research. Chapter 3, pp. 36-54. Sage: Los Angeles/London/ New Delhi/ Singapore/ Washington DC.

Freeman, S., Pickering, A., & Dalli, C. (2016) Montessori early childhood education in New Zealand: Re-discovering the spirit of reflection and inquiry through recent policy changes. Australasian Journal of Early Childhood, 41 (2), 69-76.

Guo,K. & Dalli, C. (2016). Belonging as a force for agency: An exploration of immigrant children’s everdaylife in early childhood settings. Global Studies of Childhood, 1-14. DOI: 10.1177/2043610616665036

Hakim, L. & Dalli, C. (2016) “To be professional is a never-ending journey”: Indonesian early childhood practitioners’ views about the attitudes and behaviours of a professional teacher. Early Education, an International Research Journal. http://dx.doi.org/10.1080/09575146.2016.1256275

Dalli, C. (2015 re-printed). Re-visioning love and care in early childhood. Constructing the future of our profession. The First Years Nga Huarahi Arataki. 17(2), 19-25.

Dalli,C. & Te One, S. (2012). Involving children in educational research: researcher reflections on challenges. International Journal of Early Years Education. DOI:10.1080/09669760.2012.715408

Dalli, C. & Rockel, J. (2012). Under-two year olds in early childhood services: Key messages for achieving good outcomes for children and families. Children, 81, 9-16.

Guo, K. & Dalli, C. (2012). Negotiating and creating intercultural relations: Chinese immigrant children in New Zealand early childhood education centres. Australasian Journal of Early Childhood, 37(2), 129-136.

Dalli, C. (2011) A curriculum of open possibilities: Early Years. An International Journal of Research and Development. 31:3, 229-243. Submitted 5 May 2011. Accepted for publication: 8 July. http://www.tandfonline.com/doi/abs/10.1080/09575146.2011.604841

Dalli, C., & Doyle, K. (2011). Eyes wide open. How teachers of infants and toddlers recognise learning. The First Years. New Zealand Journal of Infant and Toddler Education,13(2). Special Issue. ACCEPTED  for publication 17 August, published November 2011.

Dalli, C. (2010). Towards the re-emergence of a critical ecology of the early childhood profession in New Zealand. Contemporary Issues in Early Childhood, 11(1), 61-74.

Te One, S., & Dalli, C. (2010). The status of children’s rights in early childhood education policy 2009. New Zealand Annual Review of Education, 19:2009, 52-77.

Dalli, C. (2010). Professionalisation du système d’accueil et d’éducation. La petite enfance en Nouvelle-Zélande. [Professionalism in early childhood education in New Zealand] Revue Internationale de’ Éducation Sevres, 53 (Avril), 89-99. Dossier [Special edition]: « Qualité, équité et diversité dans l’éducation préscolaire »

Dalli, C. (2010). Professionalisme, qualifications et recherché praticienne en Nouvelle Zėlande. Le Furet. Revue de la petite enfance et de l’intėgration, 61, printemps, pp. 26-28.

Dalli, C., Kibble, N., Cairns-Cowan, N., Corrigan, J., & McBride, B. (2009). Reflecting on primary caregiving through action research: The centre of innovation experience at Childspace Ngaio infants’ and toddlers’ centre. The First Years, 11(2), 38-45.

Dalli, C. (2008). Pedagogy, knowledge and collaboration: Towards a ground-up perspective on professionalism. European Early Childhood Education Research Journal, 16(2), 171-185.

Chapters in books

Dalli, C. (2012). A constant juggle for balance: A day in the life of a New Zealand kindergarten teacher. In L. Miller, C. Dalli & M. Urban (Eds.) Early childhood grows up: Towards a critical ecology of the profession (Ch 6). Springer Dordrecht Heidelberg London New York.

Dalli, C., Miller, L., & Urban, M. (2012). Early childhood grows up: Towards a critical ecology of the profession. In L. Miller, C. Dalli & M. Urban (Eds.), Early childhood grows up: Towards a critical ecology of the profession (Ch 1). Springer Dordrecht Heidelberg London New York.

Urban, M., & Dalli, C. (2012). A profession speaking – and thinking – for itself. In L. Miller, C. Dalli & M. Urban (Eds.), Early childhood grows up: Towards a critical ecology of the profession (Ch 11). Springer Dordrecht Heidelberg London New York.

Dalli, C. (2010). Pedagogy, knowledge and collaboration: Towards a ground-up perspective on professionalism. In C. Dalli & M. Urban (Eds.), Professionalism in early childhood education and care: International perspectives (pp. 40-54). London & New York: Routledge.

Dalli, C., & Urban, M. (2010). Introduction. In C. Dalli & M. Urban (Eds.), Professionalism in early childhood education and care: International perspectives (pp. 1-3). London & New York: Routledge.

Dalli, C., & Urban, M. (2010). Conclusion. Towards new understandings of the early years profession: The need for a critical ecology. In C. Dalli & M. Urban (Eds.), Professionalism in early childhood education and care: International perspectives (pp. 150-155). London & New York: Routledge.

Dalli, C., & Meade, A. (2010). Teaching early childhood education at Victoria: Policy, discipline, and profession. In. J. Kidman & K. Stevens (Eds.), Looking back from the centre: A snapshot of contemporary New Zealand education (pp. 121-138). Wellington: Victoria University Press.

Dalli, C., & Kibble, N. (2010). Peaceful caregiving as curriculum: Insights on primary caregiving from action research. In A. Meade (Ed.), Dispersing waves: Innovation in early childhood education (pp. 27-34). Wellington: NZCER.

Dalli, C., & Cherrington, S. (2009). Ethical practice as relational work: A new frontier for professional learning? In S. Edwards & J. Nuttall (Eds.), Professional learning in early childhood settings (pp.61-80). Rotterdam, The Netherlands: Sense.

Dalli, C. (2008). The new teacher in New Zealand. In L. K. Miller & C. Cable (Eds.), Professionalism in the early years (pp. 142-153). Abingdon: Hodder Arnold.

Research reports

Dalli, C., Rockel, J., Duhn, I., Craw, J., with Doyle, K. (2011). What’s special about teaching and learning in the first years? Summary report. Wellington: Teaching Learning Research Initiative. Teaching Learning Research Initiative. http://www.tlri.org.nz/sites/default/files/projects/9267-Dalli/9267_summaryreport.pdf Practitioner report to TLRI. Submitted 26 June 2011 Revised on 26 Aug; 2nd revision submitted 3 October.

Dalli, C., Rockel, J., Duhn, I., Craw, J. with Doyle, K. (2011). What’s special about teaching and learning in the first years? Summary report. Wellington. Teaching Learning Research Initiative.  http://www.tlri.org.nz/sites/default/files/projects/9267-Dalli/9267_summaryreport.pdf

Dalli, C., White, J., Rockel, J., Duhn, I., with Buchanan, E., Davidson, S., Ganly, S., Kus, L., & Wang, B. (in press). Quality early childhood education for under-two-year-olds: What should it look like? A literature review. Ministry of Education.

Dalli, C., & Stephenson, A. (2010). Involving children in research in early childhood settings: Opening up the issues. In J. Loveridge (Ed.), Involving children and young people in research in educational settings Report to the Ministry of Education. http://www.educationcounts.govt.nz/publications/schooling/80440/2.

Dalli, C., Cherrington, S., Oldridge, L., & Green, V. (2009). Evaluation of the early childhood education information and communication technology professional learning programme: Literature review. Wellington: Ministry of Education. ISBN 978-0-478-34139-3.

Cherrington, S., Oldridge, L., & Green, V. with Dalli, C., Davidson, S., Glasgow, A., Rosewarne, S., White, J., & Wansbrough, D. (2009). Evaluation of the early childhood education information and communication technology professional learning programme: Final report. Wellington: Ministry of Education. ISBN 978-0-478-34137-9.

Kibble, N., Cairns-Cowan, N., McBride, B., Corrigan, J., & Dalli, C. (2009). Primary caregiving: A way of being. Wellington: Ministry of Education.

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