Professor Marc de Rosnay’s research focuses on emotional development in early childhood, with particular emphasis on the ways that young children understand emotions and the inter-play between such understanding and their emotional experiences.
Prof. Marc de Rosnay is the current Professor & Academic Head of Early Start at the UOW. In this role, Prof. de Rosnay is leading transformational initiatives between the University and the community with the goal of improving educational and social opportunities for young children in regional, rural and remote contexts. Between 2003 and 2006 Marc was awarded a prestigious College Fellowship (Churchill College, University of Cambridge) in recognition of his original work on emotion understanding in infancy and early childhood. In 2006 he moved to the School of Psychology, University of Sydney, where he held and Australian Research Council (ARC) Postdoctoral Fellowship between 2007 and 2010. Marc joined Early Start in 2014 because of his belief that early intervention provides the single best mechanism to improve children’s lives.
Fostering Effective Early Learning: Enhancing Quality in Australian Early Childhood Education and Care
The Fostering Effective Early Learning (FEEL) study involves partnerships with educators, early childhood education and care (ECEC) centres and government education departments to advance educational practice.<br /><br />FEEL is a cluster randomised controlled trial investigating the efficacy of an in-service, evidence-based professional development program for improving early childhood educators' practice, and developmental outcomes of children. It arose from a competitive tender process initiated by the NSW Department of Education and Training, awarded to UOW Early Start researchers in 2015.<br /><br />The research team recruited 90 ECEC services to be involved, half of which were randomly selected to receive the professional development program in the evaluation year, and half of which were assigned as the control group, to then receive the training following the evaluation year. Early results show children in the centres receiving the program are experiencing heightened curricular and interactional quality, with some positive effects for children's developmental progress as well (despite a relatively constrained intervention period).<br /><br />“In addition, our qualitative process analyses suggest that participants often saw the professional development program as ‘very high quality’, ‘transformative’ and ‘reaffirming’,” according to one of the research leaders, Dr Cathrine Neilsen-Hewett.<br /><br />The ongoing potential of the FEEL study is significant for improving quality in Australian ECEC within the current workforce, by working to enhance educators' practices through intensive in-service professional development. Further longitudinal components to assess children’s school readiness have already been initiated and there is future potential to link the data through to NAPLAN years.<br /><br /><strong>UOW participants:</strong> Professor Iram Siraj, Dr Cathrine Neilsen-Hewett, Dr Steven Howard, Professor Ted Melhuish, Professor Marc de Rosnay, Dr Elisabeth Duursma, Dr Xiaoqi Feng, Dr Betty Luu<br /><br /><strong>Partners:</strong> NSW Department of Education, Early Childhood Education Centres across NSW, Dr Denise Kingston (University of Sussex)
Amongst the 38 intervention centres that were evaluated for quality and child outcomes, before and after the professional development program, results indicate a substantial and statistically significant improvement in: (a) curricular and interactional quality; and (b) children's developmental progress. The professional development has been accredited for future deliveries and the report of the research evaluation is being released by the NSW Department of Education.
Beneficiary
Quantification
Description
Evidence
Description
Supervision
Available as Research Supervisor
Advisees
Graduate Advising Relationship
Degree
Research Title
Advisee
Doctor of Philosophy
What's needed to disseminate an evidence based model of intervention (the Early Start Denver Model) to children with Autism Spectrum Disorder in mainstream early childhood education and care settings?
Aylward, Elizabeth
Doctor of Philosophy
Fine motor skill acquisition in the early years: Understanding childrens progression and supporting development
Strooband, Karel
Doctor of Philosophy (Clinical Psychology)
Early childhood social and emotional foundations of self-regulation in two cultures
University of Cambridge,
Social and Developmental Psychology,
Churchill College JRF 2003 - 2006
Keywords
Child Development Attachment Early Childhood Education Social and Emotional Development Emotional Self-Regulation Assessment Community Based Intervention
Contact
Full Name
Professor
Marc
de Rosnay
Mailing Address
Early Start, Building 21 (Room 110C), University of Wollongong
Professor Marc de Rosnay’s research focuses on emotional development in early childhood, with particular emphasis on the ways that young children understand emotions and the inter-play between such understanding and their emotional experiences.
Prof. Marc de Rosnay is the current Professor & Academic Head of Early Start at the UOW. In this role, Prof. de Rosnay is leading transformational initiatives between the University and the community with the goal of improving educational and social opportunities for young children in regional, rural and remote contexts. Between 2003 and 2006 Marc was awarded a prestigious College Fellowship (Churchill College, University of Cambridge) in recognition of his original work on emotion understanding in infancy and early childhood. In 2006 he moved to the School of Psychology, University of Sydney, where he held and Australian Research Council (ARC) Postdoctoral Fellowship between 2007 and 2010. Marc joined Early Start in 2014 because of his belief that early intervention provides the single best mechanism to improve children’s lives.
Fostering Effective Early Learning: Enhancing Quality in Australian Early Childhood Education and Care
The Fostering Effective Early Learning (FEEL) study involves partnerships with educators, early childhood education and care (ECEC) centres and government education departments to advance educational practice.<br /><br />FEEL is a cluster randomised controlled trial investigating the efficacy of an in-service, evidence-based professional development program for improving early childhood educators' practice, and developmental outcomes of children. It arose from a competitive tender process initiated by the NSW Department of Education and Training, awarded to UOW Early Start researchers in 2015.<br /><br />The research team recruited 90 ECEC services to be involved, half of which were randomly selected to receive the professional development program in the evaluation year, and half of which were assigned as the control group, to then receive the training following the evaluation year. Early results show children in the centres receiving the program are experiencing heightened curricular and interactional quality, with some positive effects for children's developmental progress as well (despite a relatively constrained intervention period).<br /><br />“In addition, our qualitative process analyses suggest that participants often saw the professional development program as ‘very high quality’, ‘transformative’ and ‘reaffirming’,” according to one of the research leaders, Dr Cathrine Neilsen-Hewett.<br /><br />The ongoing potential of the FEEL study is significant for improving quality in Australian ECEC within the current workforce, by working to enhance educators' practices through intensive in-service professional development. Further longitudinal components to assess children’s school readiness have already been initiated and there is future potential to link the data through to NAPLAN years.<br /><br /><strong>UOW participants:</strong> Professor Iram Siraj, Dr Cathrine Neilsen-Hewett, Dr Steven Howard, Professor Ted Melhuish, Professor Marc de Rosnay, Dr Elisabeth Duursma, Dr Xiaoqi Feng, Dr Betty Luu<br /><br /><strong>Partners:</strong> NSW Department of Education, Early Childhood Education Centres across NSW, Dr Denise Kingston (University of Sussex)
Amongst the 38 intervention centres that were evaluated for quality and child outcomes, before and after the professional development program, results indicate a substantial and statistically significant improvement in: (a) curricular and interactional quality; and (b) children's developmental progress. The professional development has been accredited for future deliveries and the report of the research evaluation is being released by the NSW Department of Education.
Beneficiary
Quantification
Description
Evidence
Description
Supervision
Advisees
Graduate Advising Relationship
Degree
Research Title
Advisee
Doctor of Philosophy
What's needed to disseminate an evidence based model of intervention (the Early Start Denver Model) to children with Autism Spectrum Disorder in mainstream early childhood education and care settings?
Aylward, Elizabeth
Doctor of Philosophy
Fine motor skill acquisition in the early years: Understanding childrens progression and supporting development
Strooband, Karel
Doctor of Philosophy (Clinical Psychology)
Early childhood social and emotional foundations of self-regulation in two cultures
University of Cambridge,
Social and Developmental Psychology,
Churchill College JRF 2003 - 2006
Keywords
Child Development Attachment Early Childhood Education Social and Emotional Development Emotional Self-Regulation Assessment Community Based Intervention
Contact
Full Name
Professor
Marc
de Rosnay
Mailing Address
Early Start, Building 21 (Room 110C), University of Wollongong
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