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Early Learning Centre

Early Learning Centre

Boorai - The Children's Art Gallery

WelcomeBooraiContact UsFees & EnrolmentOutcomesResearch

Welcome to the Early Learning Centre (ELC); the University of Melbourne’s research and demonstration kindergarten.

The ELC provides long-day education and care program for 89 two to five year old children per day.

Approximately 170 children are enrolled on either a full time or part-time basis.

The ELC provides an exemplary educational experience in a humanistic and environmentally mindful setting.

Growing and learning at the ELC instils in children personal qualities such as empathy, integrity, respect and tolerance. The aim is to enable children to become confident enthusiastic learners, who are flexible, open-minded and able to navigate change in a fast moving world.

The programs are designed, implemented and evaluated by Victorian Institute of Teaching (VIT) early childhood teachers who adopt an inquiry approach to teaching and learning which encourages multi-modal in depth investigations which integrate language, mathematics, the arts, science, information communication technology and education for sustainability (EfS).

Children participate in a range of community oriented programs beyond the ELC, including the Learning in Nature & Community Connections Programs.

Specialist teachers offer a range of enrichment classes in 2D & 3D art, dance, music and Chinese language.

In 2018, the ELC was awarded the Exceeding Rating in all Quality Areas by the Australian Children's Education and Care Quality Authority (ACECQA).

  • Philosophy
  • Curriculum

Virtual Tour of the ELC

About the Gallery

Boorai, the word for 'baby' or 'child' in Wurundjeri language, is the name given to the Children's Art Gallery that is located within the ELC. Boorai provides a permanent venue for the display and appreciation of children's art and stories. This unique space presents local, national and international exhibitions that stimulate and challenge audiences torecognise and value the personal and socio-cultural comments expressed by children through their art and stories. In an increasingly global community, Boorai – The Children's Art Gallery gives emphasis to exhibitions which foster inter-cultural understanding for children, families and the wider community
Every art communicates because it expresses. It enables us to share vividly and deeply in meanings. For communication is not announcing things. Communication is the process of creating participation, of making common what had been isolated and singular...the conveyance of meaning gives body and definiteness to the experience of the one who utters as well as to that of those who listen.John Dewey

  • Sticks, Stones and Feathers

  • Greening Melbourne

  • Cooee! Toolangi Forest Calling

  • Voices in the Forest

  • Above the Shadow, Below the Light

  • Layers of the Earth

  • Sharing & Caring for the Earth

  • Earth Art Heart

  • Going Forward Together: Japan/Australia

  • The Sea Has Many Voices

  • The Magic Flute

  • My Muddy Yarra

  • Forest of Corals

  • The Yarra's Nest

  • Everyone Under One Sky

  • The Iceberg's Heart

  • Seed to Forest

  • Biodiversity

  • Sky Dreaming

  • Expressions - Colours of India

  • Sharing Worlds - Japan/Australia

  • Antarctica: Icy Land of Secrets

  • Australia Our Ark

  • Woods and Forests

  • Poetry and Music as Colours of the World

  • Yawkyawks

  • CARE

  • Another Place Like Here

  • Expressive Thoughts

  • Coming Closer

The University of Melbourne's Early Learning Centre

Address
40 Clarke Street, Abbotsford Victoria Australia 3067
Email
education-ELC@unimelb.edu.au
Phone
+61383441444
Opening Hours
Weekdays: 7:30am—5:30pm

The Programs

Three Year-Old Program

To be enrolled in the 3-year-old program, children are required to turn three years of age by 30th of April in the year of entry. Children cannot be enrolled in another funded kindergarten program at any other early childhood service.

Four Year-Old Program

To be enrolled in the 4-year-old program, children are required to turn four years of age by 30th of April in the year of entry. Children cannot be enrolled in another funded kindergarten program at any other early childhood service.

Enrolment Options

The University of Melbourne Early Childhood Education Services operate Queensberry Children’s Centre, Swanston Street Children’s Centre and the Early Learning Centre. Attendance is limited to one University of Melbourne Early Childhood Service. The Early Learning Centre offers full day integrated funded kindergarten programs for children aged between 2 years and 5 years of age. A minimum booking of 2 days per week is required for all enrolments. Part-time enrolments are required to include either a Monday or Friday booking. Half-day enrolment is not available.

Hours of Operation

The Early Learning Centre’s hours of operation are 7:30am to 5:30pm, Monday to Friday, 48 weeks per year.

Fee Structure 2022

DescriptionFees ($)
Daily Attendance$145.00 per day
Monday to Friday Attendance$725.00 per week
Annual Resource Levy$250.00 per year

Enrolment Procedures

Waiting List

The 2022 Waiting List is now open. Please download the form below.

The 2022 Waiting List Applications will open 1st April - 30th June 2021.

Offer of Place

An ‘Offer of Place’ is forwarded to each successful applicant between July and September of the year prior to entry.

Upon acceptance of the ‘Offer of Place’ a Bond Payment equal to two weeks of full fees is to be paid.

A ‘one off’ non-refundable enrolment processing fee of $150 is also payable at this time.

Priority of Entry

The University of Melbourne reserves the right to consider the following priorities:

  • Currently enrolled children
  • Siblings of currently enrolled children
  • Staff and students of The University of Melbourne
  • Affiliation to the University of Melbourne  (i.e. employed by University of Melbourne partner)
  • Siblings of previously enrolled children
  • New families

If you are submitting an application as a current employee, student or affiliate of The University of Melbourne, please attach relevant documentation/proof. i.e. current staff/student card; letter of acceptance/employment from faculty/department.

Forms

Waiting List Form 2022

To view the Early Learning Centre Outcomes Report, click on the image below:

Outcomes Report 2018

  • Awards
  • Special Projects
  • Publications

Awards

2018

Green Gown Australasia Awards

The Early Learning Centre was a finalist in the category Creating Impact for the submission entitled Children's Voices for Greening Melbourne: Stepping Out, Finding Out, Speaking Out.

ACTS Green Impact: The University of Melbourne

The Early Learning Centre Eco Heroes awarded First Place & Gold Category.

L'Eta Verde Association: Aurelio Pecci Award

The Early Learning Centre was awarded the Aurelio Peccei Award from the L'Eta Verde Association for the contribution of the Dreaming Greening Our Living City Scientific Research project.

2017

ACTS Green Impact: The University of Melbourne

Early Learning Centre Eco Heroes awarded Second Place & Gold Category.

2017

PASS Exhibition, Kyoto, Japan

2017

Independent Schools, Victoria

Children’s collaborative 2 & 3 dimensional artwork were presented at Shell House, Spring Street Melbourne.

2017

Children’s Court Exhibition: ‘I have a symbol in me’, Children's Court of Victoria

An outcome of the COPE Resilience: Social and Emotional Skills Program for Pre-schoolers developed by the Early Learning Centre. A unique set of children’s artworks focusing on feeling states (self-portraits) were displayed as part of the celebration of Law Week.

2017

L'Eta Verde Association: Aurelio Pecci Award

For the contribution ‘Cooee: Voices in the Forest: Children Taking Action to Save Toolangi Forest’.

2017

Victoria Early Years Award, Victorian Department of Education

Award Finalist ‘Promoting Children’s Health and Wellbeing, for the Learning in Nature and Community Connections ‘Stepping Out, Finding Out, Speaking Out’ program.

2016

Green Gown Award, Australasian Campuses Towards Sustainability (ACTS inc)

Finalists in Category ‘Learning, Teaching and Skills’

2016

International Interdependence Hexagon Project 2016

The ELC’s submission entitled “COOEE’ was awarded the ‘Outstanding Community Partnership Award’ for its ecocentric curriculum which supports children to consciously and creatively connect with and Take action for the environment.

2016

Green Gown Award Submission, Australasian Campuses Towards Sustainability (ACTS inc)

The ELC was invited to contribute to the University of Melbourne’s submission for its diverse and exemplary activity around sustainable practices and initiatives. The University of melbourne’s submission received the honour being one of only three universities shortlisted.

2015

International Interdependence Hexagon Project

The ELC was awarded the ‘Most Overall Effective Interpretation at the Pre K- Kindergarten Level’. The children and teachers were recognised for their:

"…dynamic and creative exploration of the natural forest - utilizing the hexagon as lens, a frame, a habitat, a connecting metaphor for a collection of amazing forest creatures, textures, shapes, paintings, collages, interwoven understandings, messages and stories about things questioned, things learned and things still to be curious about."

Beth Burkhauser, Chair International Interdependence Hexagon Project

2015

L'Eta Verde Association: Aurelio Pecci Award

The Director of the ELC was awarded the Aurelio Peccei Award from the L'Eta Verde Association for the contribution she has made over fourteen years to develop and implement projects that have made a significant contribution to human development and environmental safeguard.

2014

Yarra Sustainability Award

The ELC was awarded the 2014 Sustainability Award for its unique and innovative project submission entitled’ Family Farming’. Through trips to the Yarra River, the Collingwood Children’s Farm and local backyards where family farming was in progress, the ELC children and teachers were able to learn about the vital role that food production plays in the lives of people, the history of their local area as a food producing region, the techniques of food production and how farming equipment, such as tractors and windmills support food production.

2013

Yarra Sustainability Award

The Early Learning Centre received a commendation for the teaching and learning innovative multimedia resource entitled 'Beyond the Canopy – a Reggio Emilia Inspired Dialogue' developed to support teachers, parents and the wider community in relation to environmental education. It draws attention to global sustainability issues and illustrates a model of teaching and learning 'in, about and for the environment' which showcases an environmentally sensitive curriculum designed, implemented and reflected upon by ELC Teachers.

2012

HESTA Early Childhood Education and Care Awards

The ELC was acknowledged as 'A Centre of Excellence' and named as one of 5 Finalists out of 600 submissions to be considered for the HESTA Early Childhood Education and Care Awards, which were announced at the ECA National Conference in Perth. It was a great honour to have the work of all ELC staff publicly acclaimed through this award conferring process.

2011

Yarra Sustainability Award

The ELC received the ‘Excellence in Sustainability Children's Centres Award.’

2011

Shade Our City: Think Green

Highly Commended - City of Melbourne Urban Forest Art Award.

Special Projects

2019

L’Eta Verde Association: Green Earth, Green Art, Green Heart

2019

Green Fund Case Study

2018

Children's Voices for Greening Melbourne

In line with the global trends in education towards cultivating critical and creative thinking, collaborative skills and dispositions, leadership and entrepreneurship that speaks strongly to living and thriving in our era, ELC teachers embraced a teaching and learning program around education for sustainable development with the over-arching provocation of ‘Greening Melbourne’. The children were challenged to problem solve and communicate their ideas of what a green city might look like. The resultant exhibition sheds light on their innovative ideas around green roofs and vertical gardens on city buildings; even the arts centre spire growing green tendrils. They also had innovative ideas for re-usable shopping bags and individualized ‘Eco-Hero’ T shirts that would spread the message of ‘Greening Melbourne’.

2017

Cooee: Voices in the Forest: Children taking action to save Toolangi Forest

‘Unless someone like you cares a whole awful lot, nothing is going to get better, it’s not.’ - Dr Seuss

Throughout the year ELC children and teachers were engaged in a long term project that investigated the eco system of Toolangi State Forest which is located 1 hour from Melbourne. Learning focused on old-growth forest habitats, the status of the critically endangered Leadbeater’s possum, ferns, creeks and waterways. The learning also incorporated Indigenous Australian perspectives, drawing on the expertise and examples of sustainable living as practiced by the first Australians.

2016

Cooee! Let's Be Heard

The Cooee poster collection represents a powerful initiative developed by the ELC teachers and children. It is based on the premise that visual messaging can be highly influential in spreading important messages throughout the world. ELC children have been 'stepping out, finding out and speaking out' and as active citizens they have been involved in spreading three significant environmental messages: water doesn't last forever; switch off for the future; and nurture nature.

2016

Above the Shadows and Below the Light

In response to the United Nations International Year of Light-based Technologies two technologically oriented projects engaged all ELC children in learning that explored light and darkness. The project entitled ‘Above the Shadow, Below the Light’ produced a two-part film that integrated the performing arts with Information Communication Technology. The project enabled the children to engage in interdisciplinary learning across a number of creative mediums including film, music and dance. With the support of the iPad and the Garage Band app the children recorded soundscapes using a wide range of natural materials. They also performed free dance, movement tableaus and still shapes, which were also captured using the iPad. The resultant captivating film was integrated into the end of year Gala Performance and will be developed further in 2016 into a teaching and learning resource.

2015

Action Yarra: Stepping Out, Finding Out Speaking Out

Action Yarra was a project that was designed to expand children’s knowledge about the Yarra River and its environs. The children learnt about the physical aspects of the river as a home for fish and birds. During the project they identified pollution as a major concern impacting on the health of the river. The idea of ‘taking action’ in order to promote care and understanding about waterways and habitats became central to the inquiry.

Ninety calico ‘action flags’ with thought provoking poetical and environmental messages were created by the children and displayed along the bank of the Yarra River with the express purpose of engaging members with a quest to communicate concern and respect for this important environmental feature. The ‘Action Yarra’ project promoted children as active citizens who have a right to express their opinions on matters that impact their lives.

2014

A Recipe for Community

Over the past five years the ELC has collaborated with Interact Australia to conduct a number of projects that have brought together ELC children and their teachers and adults with disabilities to enjoy relationship building through arts-based activities.

2013

Beyond the Canopy: An Introduction to the Reggio Emilia Approach

With funding from the Frank Leydon Tot Ed Trust the ELC developed this unique teaching and learning resource, which introduces the ‘Reggio Emilia’ philosophy for use by early childhood teachers and parents. The DVD and accompanying teacher notes presents an overview of a year long project that was inspired by the International Year of Forests. It captures the collaborative learning journey of children and teachers from the point of provocation to its conclusion. The reciprocal nature of teacher directed and initiated learning is showcased with examples drawn from multiple modes of inquiry including language, science, drawing, painting, dance and music making.

2012

Waterscape: An Introduction to the High Scope Approach

Following the success of Beyond the Canopy and with additional funding from the Frank Leydon Tot Ed Trust, the ELC developed a second teaching and learning resource, which introduces the ‘High Scope Approach’ to teaching and learning. The DVD and accompanying teacher notes provides an insight into specialized learning environments where the ‘Plan, Do, Review’ teaching and learning cycle flourishes.

Publications

Deans, J & Wright, S. (2018). Dance-play and drawing-telling as Semiotic Tools for Young Children’s Learning. London: Routledge. (In Press)

Cornell C., Kiernan N., Kaufman D., Dobee P., Frydenberg E., & Deans, J. (2017). Developing Social Emotional Competence in the Early Years. In: Frydenberg E., Martin A., Collie R. (Eds.), Social and Emotional Learning in Australia and the AsiaPacific: Perspectives, Programs and Approaches (pp 391–412). Singapore: Springer.

Deans, H. (2017). Learning in nature: young children’s reflections through drawingtelling. The Challenge: Reggio Emilia Information Exchange. Vol 21, Number 1, April pp 6-12.

Deans, J., Klarin, S., Liang, R., & Frydenberg, E. (2017). All children have the best start in life to create a better future for themselves and for the nation. Australian Journal of Early Childhood, 42(4), pp78-86

Frydenberg, E., Deans, J. & Liang, R. (2017). Parents and Children’s Coping: Building Resilience and Wellbeing in the Early Years. Social Indicators Research. https://doi.org/10.1007/s11205-017-1752-8

Kiernan N., Frydenberg E., Deans, J., & Liang, R. (in press). The Relationship between Parent-Reported Coping, Stress and Mental Health in a Preschool Population. The Educational and Developmental Psychologist

Nyland, B., Acker, A., Ferris, J. & Deans, J. (2015) Musical Childhoods. Explorations in the preschool years. London and New York: Routledge.

Pang, I., Frydenberg, E. & Deans, J. (2015). The relationship between anxiety and coping in preschoolers. In Buchenwald, P., & Moore, K. Stress Anxiety. Berlin: Verlag, 27-36.

Deans, J. & Cohrssen, C. (2015). Young Children dancing Mathematical thinking. Australasian Journal of Early Childhood . Vol 40(3) pp. 61-66.

Gulliford, H., Deans, J., Frydenberg, E., & Liang, R. (2015). Teaching Coping Skills in the Context of Positive Parenting Within a Preschool Setting. Australian Psychologist, (3), 219- 225.

Deans, J., Liang, R., & Frydenberg, E.(2015). Giving voices and providing skills to families in culturally and linguistically diverse communities through a productive parenting program. Australasian Journal of Early Childhood.

Deans, J.(2015). Thinking, Feeling and Relating: Young children learning through dance. Australasian Journal of Early Childhood.

Thomson, S., Frydenberg, E., Deans, J. & Liang, R. (2015).Increasing wellbeing through parenting program: role of gender and partnered attendance. Australian Educational and Developmental Psychologist.

Frydenberg, E., Deans, J. & Liang, R.  (2014). Families Can Do Coping: Parenting Skills in the Early Years.Children Australia, 39, pp. 99-106.

Yeo, K., Frydenberg, E., Northam, E., & Deans, J. (2014). Coping with stress among preschool children and associations with anxiety level and controllability of situations. Australian Journal of Psychology. 66 (2), pp. 93–101.

Nyland, B., Acker, A., Ferris, J., Deans, J. (2013). How do you make a bear look like a butterfly? Exploring the Metropolitan Opera's production of Mozart's Magic Flute with a group of preschool children. Australian Journal of Early Childhood Education Vol. 38 No. 1. 29-43.

Zaper, S., Collivas, M. 'Photo Essays'; Stories from the Abbotsford Convent. Annual Review 2013.

Acker, A., & Deans, J. (2012). Little Choristers. Singing for the Earth. Journal of the Music Council of Australia. Vol 18, No.2 Autumn, 28-29

McLean Davies, L., Anderson, M., Deans, J., Dinham, S., Griffin, P., Kameniar, B., Page, J., Reid, C., Rickards, F., Tayler, C., & Tyler, D. (2012). Masterly preparation: embedding clinical practice in a graduate pre-service teacher education programme Journal of Education for Teaching: International research and pedagogy Vol. 39, No.1, February 2013, 93-106.

Deans, J. (2012) Beyond the Canopy - A Reggio Dialogue of Learning and Teaching. Parkville, Australia: Early Learning Centre, The University of Melbourne (DVD).

Frydenberg, E., & Deans, J. & O'Brien, K., (2012). Developing Everyday Coping Skills in the Early Years. Proactive Strategies for Supporting Social and Emotional Development. UK, Continuum Books.

Brown, R. Scull, J. Nolan, A & Raban, B., Deans, J.(2012). 'Young Learners: Mapping the beliefs and practices of early childhood teachers in relation to early literacy development'. Australia Educational Researcher. Vol. 39, Issue 3, 313-331

'Songlines of the Yarra' Concept and Artistic Director – Suzana Zaper; Director Producer Olivia

Acker, A., & Deans, J. (2012). Little Choristers. Singing for the Earth. Journal of the Music Council of Australia. Vol 18, No.2 Autumn, 28-29

Frydenberg, E. & Deans, J. (2011). The Early Years Coping Cards. Melbourne: Australian Council for Educational Research.

Deans, J. (2011). From Seed from Forest. Parkville, Australia: Early Learning Centre, The University of Melbourne (DVD).

Chalmers, K., Frydenberg, E. & Deans, J. (2011). An Exploration into the coping strategies of preschoolers: Implications for professional practice.' Children Australia, 36.120-127.

Deans, J. (2011). Thinking, Feeling and Relating- Young Children Learning Through Dance. UNESCO Observatory Multi-disciplinary Research in the Arts. Faculty of Architecture University of Melbourne. Refereed E-Journal, Vol 2. Issue 1.

Frydenberg, E. & Deans, J. (2011). Coping Competencies in the Early Years: Identifying the strategies that preschoolers use. In Buchenwald, P., & Moore, K. Proceedings of STAR Conference 2010. 17-26.

Deans, J. & Young, S. Teaching Through the Arts. 2nd Ed. In Sinclair, C., Jeanneret, N. & O'Toole, J. (Eds) (2011). Education in the arts. South Melbourne: Oxford University Press.

Nyland, B., Ferris, J., Deans, J. (2010). Young children and music: Adults contructing meaning through a performance for children. Australian Journal of Music Education, No. 2., 5-15.

Deans, J. (2010) 'More than just finger painting: art and craft in the early years' in Shine, State Government of Victoria, Feb 2010, 16-17.

Raban, B., Margetts, K., Church, A. & Deans. J. (2010). The Early Years Learning Framework. A handbook for educators and parents. Australia: Teaching Solutions.

Deans, J. (2010) 'The sky is the limit' in Shine, State Government of Victoria, Oct 2010, 16-17.

Giansiracusa, R. (2010) 'Building Hope through the Early Years in South Africa - Star Bright Learning Exchange' in Preschool Matters, Nov 2010, 5-6.

Smith, C. (2010) 'Eco Cubby' in The University of Melbourne Voice, Nov 2010, Vol 6, Number 11.

Deans, J., Frydenberg, E. & H. Tsurutani, H. (2010) Operationalising Social and Emotional Coping Competencies in Kindergarten Children 2010. New Zealand Research in Early Childhood Education Journal, Vol. 13, 113-124.

Scull, J., Brown, R. & Deans, J. (2009). Literacy in the preschool: Teachers' beliefs, theories and practices.Refereed proceedings of the Australian Literacy Educators Association & Australian Association of the Teachers of English Annual Conference – Bridging Divides, 9-12 July.

Brown, R. & Deans, J. (2009) Poetry and Music as Colours of the World: Engaging Young Children in Interdisciplinary Arts-Centred Learning. ARTicle. The Journal of Art Education Victoria. Vol. 11, No. 1.

Deans, J. (2009). Sky Dreaming. Parkville, Australia: Early Learning Centre, The University of Melbourne (DVD).

Deans, J. (2009) Friends on the Farm: Reciprocal Relationship Building through the Arts. UNESCO Observatory Multi-disciplinary Research in the Arts. Faculty of Architecture University of Melbourne. Refereed e-Journal, Vol 1. Issue 4.

Deans, J. Portfolios: authentic assessment for the young child. Teacher Learning Network Vol. 16 No. 1 Autumn, 2009.

Ferris, J., Nyland, B., Deans, J. & Raymond, L.(2009) In perfect harmony: early childhood educators' experiences of a collaborative singing project. XXXIst Conference of the Australia Association for Research in Music Education (ANZARME). Akaroa, Banks Peninsula, New Zealand, July 3 – 6. Accepted for publication in refereed proceedings.

Deans, J. & Brown, R. (2008) Reflection, Renewal and Relationship Building: An on-going journey in early childhood arts education. Accepted for special issue devoted to 'The Arts in Early Childhood' to appear in the journal Contemporary Issues In Early Childhood. www.wwwords.co.uk/CIEC

Brown, R., Imms, W. Watkins, M. & O'Toole, J. Valuing the Visual Arts in Sinclair, C. Jeanneret, N. & O'Toole, J. (Eds) (2008) Education in the arts. Teaching and learning in the contemporary curriculum. South Melbourne: Oxford University Press:131-159

Deans, J. O'Toole, J., Raphael, J. & Young, S. Art Embodied and Disembodied: Expression, Representation, and Reflection in Sinclair, C. Jeanneret, N. & O'Toole, J. (Eds) (2008) Education in the arts. Teaching and learning in the contemporary curriculum. South Melbourne: Oxford University Press.160-192

Brown, R. O'Toole, J., Macintyre, P. & Sallis, R. Teaching Through the Arts in Sinclair, C. Jeanneret, N. & O'Toole, J. (Eds) (2008) Education in the arts. Teaching and learning in the contemporary curriculum. South Melbourne: Oxford University Press. 231-256

Deans, J. & Brown, R. (2008) Coming Closer- Sharing Australian Aboriginal Stories through Drawing and Painting in Walking Respectfully: Exploring Indigenous Culture and Reconciliation in Early Childhood Practice. Melbourne: Early Childhood Australia. 20-22

Deans, J. (2008). Antarctica - The Icy Land of Secrets. Parkville, Australia: Early Learning Centre, The University of Melbourne (DVD).

Brown, R. Care, E. & Deans, J. (2007) The Link Program: Investigating the Relevance and Implications of Preschool Theory and Practice for Primary School Teacher Professional Development. Journal of Australian Research in Early Childhood Education. Vol 14 (2), 95-106

Care, E. & Deans, J. & Brown, R. (2007) The Realism and Sex Type of Four to Five-Year-Old Childrens Occupational Aspirations. Journal of Early Childhood Research. Vol 5 (2), 155-168

Deans, J. Brown, R. and Young, S. (2007) The possum story: Reflections of an early childhood drama teacher.Australian Journal of Early Childhood. Vol 32 (4), 1-6

Thomas, I. Deans, J. and Brown, R. (2007) How the Murray River was Made. Melbourne: The University of Melbournes Early Centre. (Launched at the Shepparton Art Gallery, 27 March 2007)

Deans, J. (2007). Australia Our Ark. Version 1. Parkville, Australia: Early Learning Centre, the University of Melbourne.

Brown, R. & Deans, J. (2007) Poetry and music as colours of the world. EQ Australia. Autumn, 31-33

Raban, B, Waniganayake, M., Nolan, A, Brown, R, Deans, J. & Ure, C. (2007) Building Capacity: Strategic professional development for early childhood practitioners. South Melbourne, Victoria: Thomson Social Science Press

Nyland, B., Ferris, J. & Deans, J. (2006) Childs Right to Music in the Early Years: Research, Policy and Practice. Journal of Australian Research in Early Childhood Education Vol. 13, Issue 2. pp 1-12

Deans, J., Brown, R. & Young, S. (2006). Poetry and Music as Colours of the World. Parkville, Australia: Early Learning Centre, The University of Melbourne.

Raban, B., Nolan, A., Waniganayake, M., Ure, C., Deans, J., & Brown R. (2005) Empowering Practitioners to Critically Examine their Current Practice. Australian Research in Early Childhood Education. Vol 12, No. 2, 1-16

Nyland, B., Ferris, J. & Deans, J. (2005) Three-year-olds and musical ability: Early Impressions. Australian Association for Research Education Conference Papers. International Research Conference, Melbourne, Nov 29-Dec 2, 2004.

Brown R. A., Deans, J. (2005). Coming closer: Sharing Australian Aboriginal stories through drawing, painting and words. In Kalantzis M & James P(eds), International Journal of Diversity in Organisations, Communities and Nations. 4 333-340. Melbourne, Australia: Common Ground Publishing.

Deans, J. & Brown, R. (2005). Coming Closer: Sharing Australian Aboriginal Stories through Drawing, Painting and Words. International Journal of Diversity in Organisations, Communities and Nations. 4: 333-340.

Deans, J., Brown, R. A. & Dilkes, H. (2005). A place for sound: Raising children's awareness of their sonic environment. Australian Journal of Early Childhood. 30 (4): 43-48.

Nyland, B., Ferris, J. & Deans, J. (2005). Music as Experience: from Dewey to Rogoff. International Journal of Early Childhood Education. 11 (1): 125-138.

  • Research & Scholarship
  • Coping & Resilience Research
  • Research & Demonstration Facilities

Research & Scholarship

The Early Learning Centre is committed to ongoing innovation and development, which is achieved through research and publication. The Centre has several research foci, which include young children’s social emotional development, teaching and learning through the arts and education for sustainable development.

Deans, J. & Wright, S. (2018). Dance-Play and Drawing-Telling as Semiotic Tools for Young Children's Learning. London: Routledge.

Deans, J. & Deans, H. (2018). A 21st Century pedagogy approach to environmental education in the early years. International Journal of Research in Environmental Education, 5(p. 77-90)

Kiernan N., Frydenberg E., Deans, J., & Liang, R. (2018). The Relationship between Parent-Reported Coping, Stress and Mental Health in a Preschool Population. The Educational and Developmental Psychologist. Vol 34(2). 124.141.

Pang., D., Frydenberg, E., Liang, R., Deans, J., & Su., L. (2018). Improving coping skills & promoting social and emotional competence in pre-schoolers: A 5-week COPE-R programme. Journal of Early Childhood Education Research. 7(2).

Frydenberg, E.; Soliman, D.; Lambe, E.; Deans, J. & Klarin, S. (2017). Early Years Coping: Teaching prosocial skills and empathy to preschool children (COPE-Resilience program evaluation).

Deans, J.; Meiners, J.; Young, S. & Rank, K. (2017). Dance: Art  Embodied. In, C. Sinclair, N. Jeanneret, J. O'Toole, & M. A. Hunter (Eds.) Education in the Arts (3rd Ed), pp. 95-106.   South Melbourne: Oxford University Press.

Lambe, E. (2017). Approaches to Preschool Social-Emotional Learning: Targeting Empathy, Prosocial and Problem Behaviour, and Coping Strategies.

Soliman, D. (2017). Enhancing Empathy in Preschoolers: A Comparison of Social and Emotional Learning Approaches.

Sandiford, C. & Eadie, T. (2017). Exemplary Practice in Early Childhood and Primary Language and Literacy Teaching.

Deans, J., Deans, H. & Bakes, M. (2016). Learning in Nature: Young Children Learning Outside the Classroom.

Hun, p. Y. (2016). Improving Coping Skills and Promoting Social Emotional Competence in Preschoolers.

Su, H. (2016).  An exploratory study on emotion knowledge in preschoolers and the impact of COPE_R SEL Program in an early learning setting.

Wang, L. X. (2016). Investigating children’s dance: A case study of how children express learning through dance and drawing-telling.

Deans, H. (2015). Learning in Nature: Young Children's Reflections Through Drawing-Telling.

de Quadros-Wander, B., Klarin, S., Taylor, C., Cohrssen, C., Page, J. (2015). Investigating Preschool Children's Demonstrations of Spatial Thinking.

Cornell, C. (2015). The relationship between coping and anxiety in preschoolers: Does situation and anxiety types make a difference?

Dobee, P. (2015). The Early Years Coping Cards: Operationalising social and emotional competencies in preschool children.

Kiernan, N. (2015). The Relationship between Coping, Stress and Mental Health in a Preschool Population.

Kaufman, D. (2015). Promoting Empathy in Preschool Age Children: Evaluation of the COPE-R Program.To view, click here.

Parthenopoulos, A. (2015). The Abecedarian Approach - Conversational reading.

Deans, J. (2014). Thinking, Feeling and relating: Young children learning through dance.

Deans, J., Frydenberg, E., Liang, R. (2014). Families Can Do Coping: Parenting Skills in the Early Years.

Deans, J. (2013).  Arts-POP (http://artspop.yodelservices.com/)

Tayler, C., Page, J., & Deans, J. (2013). Early Childhood Teaching and Learning eResource

Australian Council for Educational Research (ACER). (2012). Longitudinal Literacy & Numeracy Study.

Chalmers, K., Deans, J., Frydenberg, E.,Tsurutani, H. (2012). Early Years Coping Project: Phases I–IV. To view, click here.

Chalmers, K., Deans, J., Frydenberg, E. (2012). An Exploration Into the Coping Strategies of Preschoolers: Implications for Professional Practice.To view, click here.

Deans, J., Frydenberg, E, Tsurutani,H. (2012). Operationalising Social and Emotional Coping Competencies in Kindergarten Children.To view, click here.

Deans, J., and Frydenberg, E. Coping Competencies in the Early Years: Identifying the Strategies that Preschoolers Use. To view, click here.

Acker, A., Deans, J. & Nyland, B. (2010). The Kindergarten Children's Chorus: a collaborative music project.

Nyland, B. Acker, A.,Ferris, J. & Deans, J. (2010). Young Children and Music. Frydenberg, E. & Deans, J. (2010). The Early Years Coping Cards.

Coping & Resilience Research

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Frydenberg, E., Deans, J.,Klarin, S., Baxter, E., de Quadros-Wander, B., Ostuki, R., Pang, D., Su, H. (2016) Frydenberg, E., Deans, J., Klarin, S., de Quadros-Wander, B., Jones, N., Stirling, S., Deery, B., Otsuki, R, Cornell, C., Dobee, P., Kaufman, D., Kiernan, N (2015)

COPE-R Wisdom Program

This research was designed to develop the knowledge and skills of emotional recognition and the use of pro-social and empathic behaviours such as caring and sharing in children aged four to five years old. Areas covered include: understanding emotions caring for others; open communication; polite/respectfulbehaviours; and empathic sharing. These topics were taught through the use of discussions and activities, and were implemented within the classroom in whole group and small group situation.

To view the 2016 COPE-R Pre-Program Research Booklet, click here.

Frydenberg, E. (2015). Victoria: ACER

Families Coping: Effective strategies for you and your child

Families Coping brings together two frameworks – positive parenting skills and the transactional model of stress and coping – to create a program of positive psychology aimed at parents, children and counselling professionals. It provides a toolkit for parents that can be used in a self-help mode or as an instructor-led program. It brings together tried and true principles of good parent–child relationships, which will benefit the family through childhood years and beyond.

Deans, J., Frydenberg, E., Liang, R. (2013 - 2015) Families Can Do Coping: Parenting Skills in the Early Years

Families Can Do Coping: Parenting Skills in the Early Years

This research program was designed to support parents with practical and easy to implement strategies on how to raise happy, confident and respectful children. Each session included a theoretical introduction followed by a range of examples and activities that parents can do apply within the home. Real-life examples relevant to the participants will feature.

To purchase Families Coping: Effective strategies for you and your child, click here.

Deans, J., Frydenberg, E, O’Brien, K. (2012)

Developing Everyday Coping Skills in the Early Years. Proactive strategies for supporting social and emotional development

This evidence-based book is designed to help children to develop coping skills through arts and language-based activities. The strategies suggested build on children's existing knowledge and skills to enhance their learning. The focus is on: improving children's emotional health and creativity; helping children to develop resilience, particularly in periods of high stress such as transition from preschool to school; and increasing children's capacity to cooperate, respect, work with others and demonstrate empathy and concern for others and the environment. The authors explain how to identify children at risk, particularly those experiencing anxiety or delay in social and emotional development so that parents and practitioners can intervene early where developmental delays or socio-emotional difficulties exist. Practitioners and parents of children aged 3-8 will find a treasure trove of activities to build coping and self-esteem through creative play.

To purchase Developing Everyday Coping Skills in the Early Years: click here

Chalmers, K., Deans, J., Frydenberg, E., Tsurutani, H. (2011)

Early Years Coping Project: Phases I–IV

An overview of the Early Years Coping Project Publications, Samples, Outcomes and Implications.

To view Early Years Coping Project - Phases I-IV: click here

Chalmers, K., Deans, J., Frydenberg, E., Tsurutani, H. (2011)

An Exploration Into the Coping Strategies of Preschoolers: Implications for Professional Practice

The capacity to identify a range of coping strategies related to specific situations has implications not only for theory development, but also for the design of effective prevention and intervention programs to help children more effectively deal with life challenges.

To view An Exploration Into the Coping Strategies of Preschoolers- Implications for Professional Practice, click here.

Chalmers, K., Deans, J., Frydenberg, E., Tsurutani, H. (2011)

Operationalising Social and Emotional Coping Competencies in Kindergarten Children

In order to assess a child's competence in the social and emotional domains of development, specifically emotional recognition, regulation and expressiveness in interactions, it is necessary to have an understanding of the types of stresses and problems children face at that developmental age.

Deans, J. & Frydenberg, E. (2011)

Coping Competencies in the Early Years: Identifying the Strategies that Preschoolers Use

A three phase study to assess and help develop young children's coping skills...

To view Coping Competencies in the Early Years- Identifying the Strategies that Preschoolers Use: click here

Frydenberg, E. & Deans, J. (2011)

The Early Years Coping Cards

n 2010 the Early Years Coping Cards were finalized and a piloted program investigating the use of the cards, involving early years teachers and children aged 4-8 years in two settings was undertaken. This work was submitted for the DEECD Early Years Awards, short listed and awarded a High Commendation. The Early Years Coping Cards are published by by ACER early in 2011.

The Early Years Coping Cards is a set of pictorial situation and coping response cards to engage young children aged 4 to 8 years old in discussing a variety of challenging situations and ways of coping with them. It is accompanied by a User’s Guide that includes some background information, conclusions from research and practical tips on using the cards.

To purchase The Early Years Coping Cards: click here

Research & Demonstration Facilities

The ELC offers early childhood professionals, students and researchers the opportunity to view its learning environments and programs. It provides lecture / demonstrations and program interpretation as well as tutorial and seminar spaces for visiting researchers and students. Visits to the ELC include an introductory lecture, observation of playrooms and a reflective summary.

The lecture / observation and summary take approximately 1.5 hours in total.

Visits are available from 10.00am – 11.30am, Monday to Friday during Victoria School Terms.

For groups between 1 - 20 participants, please complete the Observation & Professional Learning Booking Form and return to: education-ELC@unimelb.edu.au

To download the Observation & Professional Learning Booking Form, click here.

For greater than 20 participants, please contact the ELC on +61 3 9419 4089.

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