Biography and expertise
Biography
I am the Lecturer in Early Childhood Education of Faculty of Education at Melbourne City Campus of the Southern Cross University. I have demonstrated remarkable achievements across my academic career, particularly in teaching, research, and leadership.
Teaching
In learning and teaching, I have been playing a pivotal role in coordinating and delivering multiple courses within Early Childhood Education programs. My responsibilities encompass developing unit content, refining assessments, and ensuring alignment with educational standards. Notably, my expertise extends across various units, exemplifying my comprehensive understanding of Early Childhood Education principles and practices.
My teaching philosophy highlights the importance of social interaction and guidance which is aligned with Vygotsky’s Sociocultural theory and Bronfenbrenner’s Ecological theory. Collaborative learning approaches, group activities and inquiry-based learning strategies are the significant methods in my teaching and learning process for Initial Teacher Education.
Research
My dedication to research is evident through my active involvement in significant projects. As a principal investigator for my PhD research, I developed robust objectives, theoretical frameworks, and methodologies, showcasing my research acumen. Additionally, my contributions to ongoing research projects, such as the comparative study on play-based curricula, underscore my commitment to advancing the field through rigorous inquiry and cross-cultural exploration.
My PhD research used the Postcolonial Theory to explore the quality of classroom teaching practices of pre-primary schools in Bangladesh. The study was quite related with the active engagement of children in classroom settings which elevated awareness among policy makers and teachers about children’s voice and engagement in teaching-learning process for their holistic development. My research focuses on the quality of early childhood education and care; teachers’ perceptions to quality ECEC; government policies and frameworks to provide the quality ECEC services in developing countries; play-based pedagogy; pre-service and in-service teachers’ perceptions to play-based pedagogy and STEAM activities; children’s social and emotional wellbeing.
Supervision
I am available to supervise Masters and Doctoral projects in Early Childhood Education and Care.
Links
Highlights - Output
Journal article
Published 11/10/2026
New Zealand international research in early childhood education, 28, 1, 94 - 108
Outdoor risky play (ORP) provides important opportunities for young children to test their limits and support physical, cognitive and socio-emotional development. Despite these benefits, heightened safety concerns and risk-management practices among parents and institutions often restrict children's opportunities for challenging outdoor play in early childhood settings. This systematic review examines educators' perceptions and strategies for supporting ORP in Australia. Drawing on 11 peer-reviewed studies published over the past decade, the review employed reflexive thematic analysis informed by Sandseter's risky play framework. The findings indicate that educators conceptualise ORP as a form of holistic learning and emphasise the intentional design of outdoor environments to facilitate children's engagement with challenges, uncertainty and risks. At the same time, educators are required to mediate children's autonomy alongside safety responsibilities, often within the constraints of regulatory expectations and parental safety concerns. The review indicates that intentional design of the outdoor environment, educator professional development and parent engagement can support ORP. Supervision and risk–benefit assessment can further manage harmful risk while preserving appropriate risk-taking. Finally, this study proposes a practice framework facilitating ORP in early childhood education, shifting from a protection-oriented perspective toward a model of balanced risk.
Journal article
Published 01/12/2014
Australasian journal of early childhood, 39, 4, 37 - 44
TEACHERS IN PRESCHOOLS CAN play a significant role in fostering quality preschool education as they are influential people in children's educational lives. Their beliefs and perceptions of quality teaching approaches can work as an effective resource in preschools. Moreover, their ideas and views about curriculum, content and pedagogy have impact on their classroom teaching practices in preschools as their beliefs influence their attitudes, thoughts, judgements and behaviour towards children in their classrooms. Therefore, this paper attempts to explore teachers' beliefs and perceptions of quality preschool education in Bangladesh and argues to bring about changes in their views for the holistic development of children. This study has applied a qualitative research method with nine teachers from three preschools in Bangladesh participating. Using a post-colonial discursive framework, it found that teachers of preschools in Bangladesh still believe in textbook-based techniques and rote-learning methods where children are perceived only as recipients.