Ms Kerry Staples

Ms Kerry Staples

DAP - Early Childhood Education,
Early Childhood Education

Lecturer,
Early Childhood Education

Biography

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 WSU, 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.

Qualifications

  • MEd University of Sydney
  • DipTeach Sydney College of Advanced Education
  • GDipEdSt Sydney College of Advanced Education
  • DipTeach Sydney Kindergarten Teachers College

Professional Memberships

  • Early Childhood Intervention Australia (NSW Chapter) (1985 - 2015)

Organisational Unit (School / Division)

  • Early Childhood Education
  • Early Childhood Education

Contact

Email: k.staples@westernsydney.edu.au
Phone:
Mobile:
Location: 4.G.20
Bankstown

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Teaching

Current Teaching Areas

  • 100984 Inclusive Education: Principles and Practices
  • TEAC7015 Children, Families, Communities
  • TEAC7041 Effective Working Relationships

Previous Teaching Areas

  • 101655 Transformative Leadership, 2012
  • 101625 Inclusive Practices, 2013
  • 100321 Children with Additional Needs and their Families, 2013
  • 101648 Early Intervention and Prevention in Early Childhood Contexts, 2013
  • 101648 Early Intervention and Prevention in Early Childhood Contexts, 2012
  • 101625 Inclusive Practices, 2012
  • 101028 Behaviour Management, 2013
  • 101625 Inclusive Practices, 2014
  • 101648 Early Intervention and Prevention in Early Childhood Contexts, 2014
  • 101625 Inclusive Practices, 2011
  • 101648 Early Intervention and Prevention in Early Childhood Contexts, 2011
  • 101648 Early Intervention and Prevention in Early Childhood Contexts, 2010
  • 101113 Early Intervention and Prevention in Educational Contexts, 2009
  • 101113 Early Intervention and Prevention in Educational Contexts, 2008
  • 101625 Inclusive Practices, 2015
  • 102102 Children, Families, Communities, 2015
  • 102156 Disability in Context, 2015
  • 102156 Disability in Context, 2019
  • 102156 Disability in Context, 2021
  • 102146 Effective Working Relationships, 2016
  • 102146 Effective Working Relationships, 2018
  • 102146 Effective Working Relationships, 2020
  • 101625 Inclusive Practices, 2016
  • 101625 Inclusive Practices, 2017
  • 101625 Inclusive Practices, 2018
  • 101625 Inclusive Practices, 2019
  • 102746 Inclusive Education: Principles and Practices, 2020
  • 102746 Inclusive Education: Principles and Practices, 2021
  • 100321 Children with Additional Needs and their Families, 2011
  • 100321 Children with Additional Needs and their Families, 2010
  • 100321 Children with Additional Needs and their Families, 2009
  • 100321 Children with Additional Needs and their Families, 2008
  • 102102 Children, Families, Communities, 2017
  • 102102 Children, Families, Communities, 2018
  • 102102 Children, Families, Communities, 2019
  • 102102 Children, Families, Communities, 2020
  • 102102 Children, Families, Communities, 2021
  • 101627 Connecting Communities in Early Childhood Education, 2012
  • 100739 Play, Development and Learning 2 (AREP), 2008
  • 101099 Engaging Children in Curriculum, 2011
  • 101428 Multiliteracies, 2010
  • 101428 Multiliteracies, 2011
  • 102048 Contemporary Childhoods, 2018
  • 101098 Curriculum for Under Threes, 2008

Publications

Books

  • 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.

Journal Articles

  • 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.

Conference Papers

  • 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.

Other Publications

  • 2022, 'Individual-Based Measure of Socio-Economic Disadvantage: Making Identification "Agile"', Report
  • 2021, 'Acknowledgement of Country practices in Early Learning Centres', Report
  • 2020, 'Leadership: Cumberland City Council Learning and Leadership Program: Research and Evaluation Report', Report

Current PhD research: Supporting the inclusion of young children with disabilities in early childhood education and care settings through collaboration.

2021 Acknowledgement of Country project

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.

2008 to 2014 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.

Previous Projects

Title: Futuro Infantil Hoy: The Development of Leaders in Early Childhood Education: A sociological study of transnational knowledge exchange - Australia and Chile: Phase 2
Funder:
  • Fundacion Minera Escondida
Western Researchers: Christine Woodrow, Michael Singh, Leonie Arthur and Kerry Staples
Years: 2011-09-12 - 2014-12-15
ID: P00020456
Title: Individual-based measure of socio-economic disadvantage
Funder:
  • Department of Education and Training (non ACRG)
Western Researchers: Russell Thomson, Christine Johnston, Kerry Staples, Roger Dawkins, Karen Soldatic and Jim Micsko
Years: 2017-11-09 - 2020-03-31
ID: P00024616

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