Ms Kerry Staples
Early Childhood Education (Soe)
Kerry has viewed firsthand the way children's services enhance children's well-being and development as well as add value to the community, build social cohesion and connectedness. Prior to joining UWS, she worked extensively in the early childhood field, managing a range of intervention services for young children and their families. These experiences have significantly influenced her teaching which focuses on the inclusion of children with disabilities and early intervention and prevention in early childhood contexts. Her PhD research will examine how early childhood teachers and consultants support the inclusion of children with disabilities in early childhood settings.
This information has been contributed by Ms Staples.
- MEd University of Sydney
- DipTeach Sydney College of Advanced Education
- GDipEdSt Sydney College of Advanced Education
- DipTeach Sydney Kindergarten Teachers College
- Earlt Childhood Intervention Australia (1985 - 2015)
Organisational Unit (School / Division)
- Early Childhood Education (Soe)
|Phone:||(02) 9772 6237|
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Previous Teaching Areas
- 100321 Children with Additional Needs and their Families, 2013
- 101028 Behaviour Management, 2013
- 101113 Early Intervention and Prevention in Educational Contexts, 2008
- 101113 Early Intervention and Prevention in Educational Contexts, 2009
- 101625 Inclusive Practices, 2011
- 101625 Inclusive Practices, 2012
- 101625 Inclusive Practices, 2013
- 101625 Inclusive Practices, 2014
- 101625 Inclusive Practices, 2015
- 101648 Early Intervention and Prevention in Early Childhood Contexts, 2010
- 101648 Early Intervention and Prevention in Early Childhood Contexts, 2011
- 101648 Early Intervention and Prevention in Early Childhood Contexts, 2012
- 101648 Early Intervention and Prevention in Early Childhood Contexts, 2013
- 101648 Early Intervention and Prevention in Early Childhood Contexts, 2014
- 101655 Transformative Leadership, 2012
- 102102 Children, Families, Communities, 2015
- 102156 Disability in Context, 2015
- Woodrow, C., Newman, L., Staples, K. and Arthur, L. (2015), 'Estrategias de Aprendizaje', : Ediciones de la Junji 9789568347734.
Chapters in Books
- Woodrow, C. and Staples, K. (2019), 'Relational approaches to supporting transitions into school : families and early childhood educators working together in regional Chile', Supporting Difficult Transitions: Children, Young People and Their Carers, Bloomsbury Academic 9781350052765.
- Newman, L., Arthur, L., Staples, K. and Woodrow, C. (2016), 'Recognition of family engagement in young children's literacy learning', Australasian Journal of Early Childhood, vol 41, no 1 , pp 73 - 81.
- Arthur, L., Ward, K., Cardona, B., Staples, K. and Truong, S. (2015), 'Professional identities : contested discourses', European Early Childhood Education Research Association. Annual Conference, Barcelona, Spain.
Current PhD research: Supporting the inclusion of young children with disabilities in early childhood education and care settings through collaboration.
2014 to present Early Childhood Professional Identity Research Project. This project investigates the professional identity of early childhood educators and aims to capture their perceptions about the early childhood teaching profession, their views of themselves as professionals and how they are viewed by families and the broader community. It also seeks to investigate the ways in which educators' beliefs, values and practices impact on their professional identities.
2010 to present Member of the Futuro Infantil Hoy Project team - this unique project brings together the University of Western Sydney, the Chilean National Early Childhood Board (JUNJI), the INTEGRA Foundation and the Escondida Mining Foundation to enhance early childhood services in the mining port city of Antofagasta, on the edge of the Atacama Desert in Northern Chile. With an emphasis on the importance of building relationships between communities, families, children and educators, this project acknowledges that the development of an authentic curriculum does not happen in isolation, rather it is constantly evolving and is responsive to the child’s experiences, learning and socio-cultural context.
2012 Next Practice - Ubiquitous ICT Access Pilot. This project focuses on the impact of use of ubiquitous online access and associated collaborative technologies, infrastructure and software on student teacher’s learning and practice.
This information has been contributed by Ms Staples.
|Title:||Individual-based measure of socio-economic disadvantage|
|Western Researchers:||Russell Thomson, Christine Johnston, Kerry Staples, Roger Dawkins, Karen Soldatic and Jim Micsko|
|Years:||2017-11-09 - 2020-03-31|
|Title:||Futuro Infantil Hoy: The Development of Leaders in Early Childhood Education: A sociological study of transnational knowledge exchange - Australia and Chile: Phase 2|
|Western Researchers:||Christine Woodrow, Michael Singh, Leonie Arthur and Kerry Staples|
|Years:||2011-09-12 - 2014-12-15|