Investigating multi-tasking and task rotation as aspects of the complexity of early childhood educators’ work-Reference-Cited by-同舟云学术

Investigating multi-tasking and task rotation as aspects of the complexity of early childhood educators’ work

Published:2022-06-10 Issue: Volume: Page:1-15
ISSN:0957-5146
Container-title:Early Years
language:en
Short-container-title:Early Years

Author:

Cumming Tamara¹^ORCID,Richardson S.¹,Gibson M.²^ORCID,Crisp K.²^ORCID,Harrison L.¹^ORCID,Press F.³^ORCID,Wong S.¹^ORCID

Affiliation:

1. Macquarie School of Education, Macquarie University, North Ryde, Australia

2. School of Early Childhood and Inclusive Education, Queensland University of Technology, Brisbane, Australia

3. School of Childhood, Youth and Education Studies, Manchester Metropolitan University, Manchester, UK

Funder

Australian Research Council

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09575146.2022.2086220

Reference43 articles.

1. The multi‐tasking paradox: perceptions, problems and strategies

2. Contesting early childhood professional identities: A cross-national discussion

3. Australian Children’s Education and Care Quality Authority. 2022. “NQF Snapshot: State of the sector.” https://snapshots.acecqa.gov.au/Snapshot/stateofthesector.html

4. Australian Children’s Education and Care Quality Authority [ACECQA]. 2018. National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard

5. Bönsch, M., and D. Lehrer/in-Schüler/in-Verhältnis. na, 2001.

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