Prof Marilyn Fleer - Researcher Profile

Biography

From playground to laboratory: helping turn pre-schoolers into scientists

Torn between studying psychology and education as an undergraduate, Professor Marilyn Fleer ended up choosing early childhood education, a nascent field that straddled both her areas of interest. She hasn’t looked back since.

As soon as she got into early childhood education she enjoyed it, Marilyn says. “I found it intellectually stimulating, and there’s plenty of scope for making a difference with my research.”

She is now studying the early stages of concept formation – and how playtime can help promote children’s imagination, and the more ‘rational’ thinking later on as adults.

“Imagination, creativity, and games are really important for development. Think of a child at home: they can take an ordinary stick, pretend that it’s a horse, and ‘ride’ on it. What they’ve done is change the meaning of the stick – they’ve used their imagination to think abstractly. It’s one step away from the same child turning the ‘stick’ into a ruler by measuring something with it at school. By using their imagination, they’ve learned to think more abstractly – and therefore become a more successful learner.”

With the push for greater outcomes from very young children, particularly in literacy and numeracy, Marilyn’s field of research is gaining public and international interest. 

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Research & Supervision Interests

Particular research interests and expertise include: cross-cultural research, family studies, early childhood science education, technology education, and the building of new theoretical tools to support early childhood development and education.

Qualifications

DOCTOR OF PHILOSOPHY

Institution: Unknown

Year awarded: 2005

Publications

Books

Hedegaard, M., Edwards, A., Fleer, M. (eds), 2012, Motives in Children's Development: Cultural-Historical Approaches, Cambridge University Press, United Kingdom / United States.

Fleer, M., Jane, B., 2011, Design and Technology for Children, Pearson, Australia.

McLachlan, C., Fleer, M., Edwards, S.E., 2010, Early Childhood Curriculum: Planning, assessment and implementation, Cambridge University Press, Australia.

Fleer, M., 2010, Early Learning and Development: Cultural-historical concepts in play, Cambridge University Press, Australia.

Agbenyega, J., Fleer, M. (eds), 2010, International Research in Early Childhood Education (IRECE) Journal, Faculty of Education, Monash University, Australia.

Anning, A., Cullen, J., Fleer, M., 2009, Early Childhood Education: Society and Culture, Sage, London.

Fleer, M., Pramling-Samuelsson, I. (eds), 2009, Play and Learning in Early Childhood Settings: International Perspectives, Springer, Netherlands.

Fleer, M., 2008, Everyday learning about how things work, Early Childhood Australia, ACT.

Hedegaard, M., Fleer, M. (eds), 2008, Studying children: A cultural-historical approach, Open University Press, Berkshire, UK.

Fleer, M., Jane, B., Hardy, T., 2007, Science for Children: Developing a Personal Approach to Teaching, Pearson Education Australia, Frenchs Forest NSW Australia.

Fleer, M. (ed), 2007, Young Children: Thinking About the Scientific World, Early Childhood Australia Inc., Watson ACT Australia.

Fleer, M., Edwards, S.E., Hammer, M.D., Kennedy, A.M., Ridgeway, A., Robbins, J.R., Surman, L.W., 2006, Early childhood learning communities. Sociocultural research in practice, Pearson Education, NSW.

Anning, A., Cullen, J., Fleer, M. (eds), 2004, Early Childhood Education: Society and Culture, Sage Publications, London UK.

Fleer, M., Richardson, C., 2004, Observing & planning in early childhood settings: Using a sociocultural approach, Early Childhood Australia Inc, ACT Australia.

Fleer, M., Robbins, J.R. (eds), 2003, Research in Science Education, Kluwer Academic Publishers, Dordrecht The Netherlands.

Linke, P., Fleer, M., 2002, Babies: Good beginnings last forever, Australian Early Childhood Association, ACT.

Fleer, M., Kennedy, D.W., 2002, Building Bridges, Australian Early Childhood Association, ACT Australia.

Fleer, M., 2001, An early childhood research agenda: Voices from the field, McMillan Printing Group, ACT.

Fleer, M., 2001, I want to know: Using children's questions as the basis for science learning, Australian Early Childhood Association, ACT.

Fleer, M., Hardy, T., 2001, Science for children: Developing a personal approach to teaching, Prentice Hall, Australia.

Fleer, M., Linke, P., 1999, Babies: Responding appropriately to infants, Australian Early Childhood Association, ACT.

Dockett, S., Fleer, M., 1999, Play and pedagogy in early childhood: Bending the rules, Harcourst Brace, Sydney.

Fleer, M., Jane, B., 1999, Technology for children: Developing your own approach, Prentice Hall, Sydney.

Fleer, M., 1997, Grandma why are bats so ugly?, Australian Early Childhood Association, ACT.

Fleer, M., Dockett, S., 1997, Quality tertiary teaching and learning in early childhood education, University of Canberra, ACT.

Fleer, M., 1997, Research in early childhood education, University of Canberra, ACT.

Fleer, M., 1997, Stretching your brains, Australian Early Childhood Association, ACT.

Fleer, M., 1996, Conversations about teaching and learning in early childhood settings, Australian Early Childhood Association, ACT.

Fleer, M., Leslie, C.F., 1995, "Mummy what do I look like on the inside?" Developing an understanding of the whole child, Australian Early Childhood Association, ACT.

Fleer, M., 1995, DAPcentrism: Challenging developmentally appropriate practice, Hodder, Australia.

Fleer, M., Sukroo, J., 1995, I can make my robot dance. Technology for 3 to 8 year olds, Curriculum Corporation, Carlton.

Fleer, M., 1995, Staff-child interactions: A Vygotskian perspective, Australian Early Childhood Association, ACT.

Fleer, M., Hardy, T., 1995, They don't tell the truth about the wind. A K-3 science program, Curriculum Corporation, Carlton.

Fleer, M., Hardy, T., 1995, They don't tell the truth about the wind. Hands on science, Heinemann, USA.

Fleer, M., Leslie, C.F., 1992, The light side of darkness. Helping children to understand the concept of light and colour, Australian Early Childhood Association, ACT.

Fleer, M., 1991, Why won't my torch work? Physics for 4 to 8 year olds, Early Childhood Association, ACT.

Fleer, M., 1989, Jigsaw puzzles, Australian Early Childhood Association, ACT.

Book Chapters

Fleer, M., 2012, Early childhood education as an evolving 'community of practice' or as lived 'social reproduction': Researching the 'taken-for-granted', in Transforming Practice: Critical Issues in Equity, Diversity and Education, eds Janet Soler, Christopher S. Walsh, Anna Craft, Jonathan Rix and Katy Simmons, Trentham Books Limited (in association with The Open University), United Kingdom, pp. 205-216.

Fleer, M., 2012, The development of motives in children's play, in Motives in Children's Development: Cultural-Historical Approaches, eds Mariane Hedegaard, Anne Edwards and Marilyn Fleer, Cambridge University Press, United Kingdom / United States, pp. 79-96.

Quinones Goytortua, G., Fleer, M., 2011, "Visual Vivencias": A cultural-historical tool for understanding the lived experiences of young children's everyday lives, in Educational Research with Our Youngest: Voices of Infants and Toddlers, eds Eva Johansson and E. Jayne White, Springer Science+Business Media, The Netherlands, pp. 107-129.

Fleer, M., 2011, Motives as a central concept for learning, in Sociocultural Theories of Learning and Motivation: Looking Back, Looking Forward, eds Dennis M. McInerney, Richard A. Walker and Gregory Arief D. Liem, IAP - Information Age Publishing, Inc, United States, pp. 65-85.

Fleer, M., 2011, Shared sustained imaginary conversations: Teachers and children consciously engaging in concepts during play, in Barns larande i ett livslangt perspektiv (Children's learning in a lifelong perspective), eds Pia Williams and Sonja Sheridan, Liber, Stockholm, Sweden, pp. 134-148.

Fleer, M., 2010, Conceptual and contextual intersubjectivity for affording concept formation in children's play, in Engaging Play, eds Liz Brooker and Susan Edwards, Open University Press and McGraw-Hill, United Kingdom, pp. 67-79.

Jane, B., Fleer, M., Gipps, J., 2010, The role of ICTs in primary science education in developing a community of learners to enhance scientific literacy, in Multiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments, eds Susan Rodrigues, Information Science Publishing, United States, pp. 103-122.

Fleer, M., Tonyan, H.A., Mantilla Benitez, A.C., Rivalland, C.M.P., 2009, A cultural-historical analysis of play as an active setting in early childhood education: Views from research and education, in World Yearbook of Education 2009, eds Marilyn Fleer, Marianne Hedegaard and Jonathan Tudge, Routledge, New York US, pp. 292-312.

Fleer, M., Quinones, G., 2009, A cultural-historical reading of 'children as researchers', in World Yearbook of Education 2009, eds Marilyn Fleer, Mariane Hedegaard and Jonathan Tudge, Routledge, New York , US, pp. 86-107.

Fleer, M., Quinones, G., 2009, Assessment of children's technological funds of knowledge as embedded community practices, in International Handbook of Research and Development in Technology Education, eds Alister T. Jones and Marc J de Vries, Sense Publishers, The Netherlands, pp. 579-597.

Fleer, M., Hedegaard, M., Tudge, J., 2009, Constructing childhood: Global-local policies and practices, in World Yearbook of Education 2009, eds Marilyn Fleer, Marianne Hedegaard and Jonathan Tudge, Routledge, New York US, pp. 1-20.

Fleer, M., 2009, Cultural-historical activity research "framing intellect and action" in design and technology education, in International Handbook of Research and Development in Technology Education, eds Alister Jones and Marc de Vries, Sense Publishers, The Netherlands, pp. 813-830.

Hedegaard, M., Fleer, M., 2009, Family practices and how children are positioned as active agents, in World Yearbook of Education 2009, eds Marilyn Fleer, Marianne Hedegaard and Jonathan Tudge, Routledge, New York US, pp. 254-278.

Fleer, M., 2008, A cultural-historical perspective on research in design and technology education, in Researching Technology Education: Methods and Techniques, eds Howard Middleton, Sense, Rotterdam The Netherlands, pp. 89-98.

Fleer, M., 2008, Interpreting research protocols - the child's perspective, in Studying Children: A Cultural-historical Approach, eds Mariane Hedegaard and Marilyn Fleer, Open University Press, Berkshire, England, pp. 89-103.

Fleer, M., 2008, Interpreting research protocols - the institutional perspective, in Studying Children: A Cultural-historical Approach, eds Mariane Hedegaard and Marilyn Fleer, Open University Press, Berkshire, UK, pp. 65-87.

Hedegaard, M., Fleer, M., Bang, J., Hviid, P., 2008, Researching child development - an introduction, in Studying Children: A Cultural-historical Approach, eds Mariane Hedegaard and Marilyn Fleer, Open University Press, Berkshire, England, pp. 1-9.

Fleer, M., 2008, The cultural construction of child development, in The Routledge Reader in Early Childhood Education, eds Elizabeth Wood, Routledge, London UK, pp. 37-52.

Fleer, M., 2008, Using digital video observations and computer technologies in a cultural-historical approach, in Studying Children: A Cultural-historical Approach, eds Mariane Hedegaard and Marilyn Fleer, Open University Press, Berkshire, England, pp. 104-117.

Fleer, M., 2007, Concept formation - A cultural-historical perspective, in Young Children: Thinking About the Scientific World, eds Marilyn Fleer, Early Childhood Australia Inc., Watson ACT Australia, pp. 12-16.

Farquhar, S., Fleer, M., 2007, Developmental colonisation of early childhood education in Aotearoa/New Zealand and Australia, in Theorising Early Childhood Practice: Emerging Dialogues, eds Linda Keesing-Styles and Helen Hedges, Pademelon Press, Castle Hills NSW Australia, pp. 26-49.

Fleer, M., Cahill, A., 2007, 'How do bees make honey?' Why should we focus on children's questions?, in Young Children: Thinking About the Scientific World, eds Marilyn Fleer, Early Childhood Australia Inc., Watson ACT Australia, pp. 34-39.

Fleer, M., 2007, How do we find out what children are thinking? The inside story, in Young Children: Thinking About the Scientific World, eds Marilyn Fleer, Early Childhood Australia Inc., Watson ACT Australia, pp. 27-33.

Fleer, M., 2007, I wonder... Science learning at home, in Young Children: Thinking About the Scientific World, eds Marilyn Fleer, Early Childhood Australia Inc., Watson ACT Australia, pp. 24-26.

Fleer, M., Goosen, E., 2007, Is day-time longer than night-time? When you can't give children direct concrete experiences of concepts, in Young Children: Thinking About the Scientific World, eds Marilyn Fleer, Early Childhood Australia Inc., Watson ACT Australia, pp. 46-53.

Fleer, M., Ridgway, A., 2007, Learning science during play, in Young Children: Thinking About the Scientific World, eds Marilyn Fleer, Early Childhood Australia Inc., Watson ACT Australia, pp. 17-21.

Fleer, M., 2007, Learning science in classroom contexts, in Young Children: Thinking About the Scientific World, eds Marilyn Fleer, Early Childhood Australia Inc., Watson ACT Australia, pp. 22-23.

Fleer, M., 2007, What do children know about their scientific world?, in Young Children: Thinking About the Scientific World, eds Marilyn Fleer, Early Childhood Australia Inc., Watson ACT Australia, pp. 5-11.

Fleer, M., 2007, Why won't my torch work?, in Young Children: Thinking About the Scientific World, eds Marilyn Fleer, Early Childhood Australia Inc., Watson ACT Australia, pp. 40-45.

Fleer, M., 2006, "Meaning-making science": exploring the sociocultural dimensions of early childhood teacher education, in Elementary Science Teacher Education. International Perspectives on Contemporary Issues and Practice, eds Ken Appleton, Lawrence Erlbaum, Mahwah USA, pp. 107-124.

Fleer, M., 2006, Universal fantasy: the domination of Western theories of play, in Child's play, eds Elizabeth Dau and Elizabeth Jones, MacLennan and Petty, Rosebury, N.S.W, pp. 67-80.

Fleer, M., Williams-Kennedy, D., 2005, Looking in and not seeing yourself mirrored back: investigations of some Indigenous family views on education, in Curriculum Controversies: Point and Counterpoint 1980-2005, eds C. Marsh, Australian Curriculum Studies Association, ACT Australia, pp. 432-437.

Fleer, M., Anning, A., Cullen, J., 2004, A framework for conceptualising early childhood education, in Early Childhood Education: Society and Culture, eds Angela Anning, Joy Cullen and Marilyn Fleer, SAGE Publications Ltd, London UK, pp. 175-189.

Fleer, M., Jane, B., 2004, A framework for thinking about technology pedagogy, in Technology for Children. Research-based Approaches, eds Marilyn Fleer and Beverley Jane, Pearson Education Australia, NSW Australia, pp. 103-118.

Fleer, M., Jane, B., 2004, Discrete technology, in Technology for Children. Research-based Approaches, eds Marilyn Fleer and Beverley Jane, Pearson Education Australia, NSW Australia, pp. 119-128.

Fleer, M., Jane, B., 2004, Ideas technology, in Technology for Children: Research-based Approaches, eds Marilyn Fleer and Beverley Jane, Curriculum Corporation, Carlton South Vic Australia, pp. 199-214.

Fleer, M., Jane, B., 2004, Implementing the various approaches to teaching technology, in Technology for Children: Research-Based Approaches, eds Marilyn Fleer; Beverley Jane, Curriculum Corporation, Carlton South Vic Australia, pp. 217-234.

Fleer, M., Richardson, C., 2004, Mapping the transformation of understanding, in Early Childhood Education: Society and Culture, eds Angela Anning, Joy Cullen and Marilyn Fleer, Sage publications Ltd, London UK, pp. 119-133.

Anning, A., Cullen, J., Fleer, M., 2004, Research contexts across cultures, in Early Childhood Education: Society and Culture, eds Angela Anning, Joy Cullen and Marilyn Fleer, Sage Publications Ltd, London UK, pp. 1-15.

Fleer, M., Jane, B., 2004, Symbiotic technology, in Technology for Children. Research-based Approaches, eds Marilyn Fleer; Beverley Jane, Pearson Education Australia, NSW Australia, pp. 139-154.

Fleer, M., Jane, B., 2004, The relationship between science and technology, in Technology for Children. Research-based Approaches, eds Marilyn Fleer and Beverley Jane, Pearson Education Australia, NSW Australia, pp. 79-100.

Fleer, M., Grace, T., 2003, Building a community of science learners through legitimate collegial participation, in Leadership and Professional Development in Science Education - new possibilities for enhancing teacher learning, eds John Wallace and John Loughran, RoutledgeFalmer, London England, pp. 116-133.

Fleer, M., 2003, The many voices of Te Whariki: Kaupapa Maori, socio-cultural, developmental, constructivist and...? Australians listen carefully, in Weaving Te Whariki, eds Joce Nuttall, New Zealand Council for Educational Research, Wellington New Zealand, pp. 243-268.

Fleer, M., Udy, G., 2002, Early years education in Australia, in 2002 Year book Australia, Australian Bureau of Statistics, ACT, pp. 287-291.

Fleer, M., 2002, Technology and design education: Are we developing professionals or technicians?, in Subject teaching and teacher education in the new century: Research and innovation, eds Yin Cheong Cheng, Kwok Tung Tsui, King Wai Chow, Magdalena Mo Ching Mok, Kluwer Academic Publishers and Hong Kong Institute of Education, Hong Kong, pp. 33-46.

Fleer, M., 2000, Visual thinking in technology education, in Thinking through the arts, eds W Schiller, Harwood academic publishers, Netherlands, pp. 163-176.

Fleer, M., 1996, Challenging Developmentally Appropriate Practice: An introduction, in DAPcentrism: Challenging Developmentally Appropriate Practice, eds Marilyn Fleer, Australian Early Childhood Association, ACT, pp. 1-10.

Fleer, M., 1996, Collective mediated assessment, in Early childhood education: Society and culture, eds Anning, A, Cullen, J, and Fleer, M, Sage Publications, London, pp. 119-136.

Fleer, M., 1996, Does cognition lead development or does development lead cognition, in DAPcentrism: Challenging Developmentally Appropriate Practice, eds Marilyn Fleer, Australian Early Childhood Association, ACT, pp. 11-22.

Fleer, M., 1996, Playing around with technology: Children creating multiple learning pathways, in Play through the profiles. Profiles through play, eds Marilyn Fleer, Australian Early Childhood Association, ACT, pp. 47-56.

Fleer, M., 1996, Profiling children through play: An introduction, in Play through the profiles. Profiles through play, eds Marilyn Fleer, Australian Early Childhood Association, ACT, pp. 1-14.

Fleer, M., 1996, Supporting science learning through imaginative play, in Play through the profiles. Profiles through play, eds Marilyn Fleer, Australian Early Childhood Association, ACT, pp. 25-38.

Fleer, M., 1996, Talking about teaching and learning, in Conversations about teaching and learning in early childhood settings, eds Marilyn Fleer, Australian Early Childhood Association, ACT.

Fleer, M., 1996, The work of preschool to Year Three teachers: What informs our practice?, in Conversations about teaching and learning in early childhood settings, eds Marilyn Fleer, Australian Early Childhood Association, ACT.

Fleer, M., 1995, Approaches to teaching and learning in science, in Science with reason, eds Sue Atkinson and Marilyn Fleer, Hodder and Stoughton, London, pp. 2-8.

Fleer, M., 1993, Pedagogical developments in early childhood and primary science teaching, in Science in the Early Years of Schooling: An Australasian Perspective, eds Denis Goodrum, Curtin University of Technology, WA, pp. 8-18.

Fleer, M., 1992, From Piaget to Vygotsky: Moving into a new era of early childhood education, in The changing face of early childhood, eds Lambert, B, Australian Early Childhood Association, ACT, pp. 134-149.

Journal Articles

Wong, P., Fleer, M., 2012, A cultural-historical study of how children from Hong Kong immigrant families develop a learning motive within everyday family practices in Australia, Mind, Culture, and Activity: An International Journal [P], vol 19, issue 2, Routledge, United States, pp. 107-126.

Fleer, M., Peers, C., 2012, Beyond cognitivisation: creating collectively constructed imaginary situations for supporting learning and development, The Australian Educational Researcher [P], vol 39, issue 4, Springer, Netherlands, pp. 413-430.

Fleer, M., 2012, Imagination, emotions and scientific thinking: what matters in the being and becoming of a teacher of elementary science?, Cultural Studies of Science Education [P], vol 7, issue 1, Springer, Netherlands, pp. 31-39.

Fleer, M., Hoban, G., 2012, Using 'Slowmation' for intentional teaching in early childhood centres: Possibilities and imaginings, Australasian Journal of Early Childhood [P], vol 37, issue 3, Early Childhood Australia Inc., Australia, pp. 61-70.

Fleer, M., 2011, 'Conceptual Play': foregrounding imagination and cognition during concept formation in early years education, Contemporary Issues in Early Childhood [P], vol 12, issue 3, Symposium Journals, United Kingdom, pp. 224-240.

Fleer, M., 2011, Kindergartens in cognitive times: Imagination as a dialectical relation between play and learning, International Journal of Early Childhood [P], vol 43, issue 3, Springer, The Netherlands, pp. 245-259.

Fleer, M., 2011, Technologically constructed childhoods: Moving beyond a reproductive to a productive and critical view of curriculum development, Australasian Journal of Early Childhood [P], vol 36, issue 1, Early Childhood Australia Inc., Australia, pp. 16-24.

Fleer, M., Hedegaard, M., 2010, Children's development as participation in everyday practices across different institutions, Mind, Culture, and Activity: An International Journal [P], vol 17, issue 2, Routledge, United States, pp. 149-168.

Fleer, M., 2010, The re-theorisation of collective pedagogy and emergent curriculum, Cultural Studies of Science Education [P], vol 5, issue 3, Springer, Netherlands, pp. 563-576.

Fleer, M., March, S., 2009, Engagement in science, engineering and technology in the early years: A cultural-historical reading, Review of Science, Mathematics and ICT Education [P], vol 3, issue 1, University of Patras, Patras, Greece, pp. 23-47.

Cutter-Mackenzie, A.N., Edwards, S.E., Fleer, M., 2009, Investigating the environmental scientific concepts in children's play: How do children and teachers interpret play-based learning?, Australian Research in Early Childhood Education [P], vol 16, issue 1, Monash University, Frankston Vic Australia, pp. 49-61.

Fleer, M., 2009, Profile: Marilyn Fleer interview, Every Child [P], vol 15, issue 2, Early Childhood Australia Inc., ACT, Australia, pp. 18-19.

Fleer, M., 2009, Supporting scientific conceptual consciousness or learning in 'a roundabout way' in play-based contexts, International Journal of Science Education [E], vol 31, issue 8, Routledge, UK, pp. 1069-1089.

Fleer, M., 2009, Understanding the dialectical relations between everyday concepts and scientific concepts within play-based programs, Research in Science Education [E], vol 39, issue 2, Springer, Netherlands, pp. 281-306.

Fleer, M., 2008, A cultural-historical reading of "Culturally Sensitive Schooling": Thinking beyond a constructivist view of science learning, Cultural Studies of Science Education, vol 3, issue 3, Springer, Netherlands, pp. 781-786.

White, R., Gardner, P.L., Carr, M., Jones, A., Appleton, K., Fleer, M., Redman, C., Dawson, V., Chang, W., Ritchie, S., 2008, ASERA: Brief history(y/ies), Cultural Studies of Science Education [P], vol 4, issue 2, Springer Science, Netherlands, pp. 263-301.

Fleer, M., Robbins, J.R., 2007, A cultural-historical analysis of early childhood education: how do teachers appropriate new cultural tools?, European Early Childhood Education Research Journal, vol 15, issue 1, Routledge, United Kingdom, pp. 103-119.

Jane, B., Fleer, M., Gipps, J., 2007, Changing children's views of science and scientists through school-based teaching, Asia-Pacific Forum on Science and Learning, vol 8, issue 1, The Hong Kong Institute of Education, http://www.ied.edu.hk/apfslt/, pp. 1-21.

Fleer, M., Raban, B., 2007, Constructing cultural-historical tools for supporting young children's concept formation in early literacy and numeracy, Early Years, vol 27, issue 2, Routledge, http://www.informaworld.com/smpp/content~content=a780630304~db=all~order=page, pp. 103-118.

Fleer, M., 2007, What do children know about the scientific world?, Every Child, vol 13, issue 3, Early Childhood Australia, ACT, p. 27.

Fleer, M., Raban, B., 2006, "It's the thought that counts": a sociocultural framework for supporting early literacy and numeracy, Australian Research in Early Childhood Education, vol 13, issue 2, Monash University Faculty of Education, Frankston Vic Australia, pp. 35-53.

Fleer, M., Raban, B., 2006, A cultural-historical analysis of concept formation in early education settings: conceptual consciousness for the child or only the adult?, European Early Childhood Education Research Journal, vol 14, issue 2, Amber Publishing, UK, pp. 69-80.

Fleer, M., Rillero, P., 2006, Family involvement in science education: What are the outcomes for parents and students?, Studies in Science Education, vol 34, University of Leeds, UK, pp. 93-114.

Fleer, M., 2006, The cultural construction of child development: creating institutional and cultural intersubjectivity, International Journal of Early Years Education, vol 14, issue 2, Routledge, UK, pp. 127-140.

Fleer, M., 2006, Troubling cultural fault lines: Some indigenous Australian families' perspectives on the landscape of early childhood education, Mind, Culture, and Activity: An International Journal [P], vol 13, issue 3, Lawrence Erlbaum Associates, Inc., USA, pp. 191-204.

Fleer, M., 2005, Developmental fossilsunearthing the artefacts of early childhood education: the reification of 'Child Development', Australian Journal of Early Childhood, vol 30, issue 2, Early Childhood Australia, Watson ACT Australia, pp. 2-7.

Fleer, M., 2005, Review Essay, Teaching and Teacher Education, vol 21, issue 3, Elsevier, www.elsevier.com/locate/tate, pp. 333-341.

Fleer, M., Raban, B., 2005, Supporting Families, Supporting Children, Every Child, vol 11, issue 4, Early Childhood Australia, ACT Australia, pp. 6-7.

Fleer, M., Robbins, J.R., 2005, 'There is much more to this literacy and numeracy than you realise...': family enactments of literacy and numeracy versus educators' constructions of learning in home contexts, Journal of Australian Research in Early Childhood Education, vol 12, issue 1, Monash University, Faculty of Education, Australia, pp. 23-41.

Fleer, M., Robbins, J.R., 2004, "Yeah that's what they teach you at uni, it's just rubbish": the participatory appropriation of new cultural tools as early childhood student teachers move from a developmental to a sociocultural framework for observing and planning, Journal of Australian Research in Early Childhood Education, vol 11, issue 1, Monash University, Faculty of Education, Melbourne Vic Australia, pp. 47-62.

Fleer, M., Robbins, J.R., 2004, Beyond ticking the boxes: from individual developmental domains to a sociocultural framework for observing young children, NZ Research in Early Childhoon Education, vol 7, New Zealand Research in Early Childhoon Education, Porirua NZ, pp. 23-39.

Fleer, M., Robbins, J.R., 2004, Broadening the circumference: a socio-historical analysis of family enactments of literacy and numeracy within the official script of middle class early childhood discourse, Outlines, vol 6, issue 2, University Press of Southern Denmark, Denmark, pp. 17-34.

Fleer, M., Jane, B., Robbins, J.R., 2004, Designerly thinking: locating technology education within the early childhood curriculum, Early Childhood Folio, vol 8, New Zealand Council for Education Research, Wellington NZ, pp. 29-33.

Fleer, M., 2004, Early childhood education in Australia: Socio-historical connections and future sociocultural directions, Didaktisk Tidskrift, vol 14, issue 1, Didaktisk Tidskrift, Goteborg Sweden, pp. 35-47.

Fleer, M., 2004, Editorial, Journal of Australian Research in Early Childhood Education, vol 11, issue 1, Monash University, Faculty of Education, Melbourne Vic Australia, pp. 1-3.

Fleer, M., Richardson, C., 2004, Moving from a constructivist-developmental framework for planning to a sociocultural approach: foregrounding the tension between individual and community, Journal of Australian Research in Early Childhood Education, vol 11, issue 2, Monash University, Faculty of Education, Melbourne Vic Australia, pp. 70-87.

Fleer, M., 2004, Sociocultural constructions of technology education: building conceptual tools, Learning Matters, vol 9, issue 1, Catholic Education Office, Melbourne Vic Australia, pp. 3-8.

Fleer, M., 2004, The cultural construction of family involvement in early childhood education: some Indigenous Australian perspectives, The Australian Educational Researcher, vol 31, issue 3, The Australian Association for Research in Education, http://www.aare.edu.au/aer/aer.htm, pp. 51-68.

Fleer, M., 2004, 'Thinking and play' in a new way: ideas technology in early childhood, Every Child, vol 10, issue 4, Early Childhood Australia Inc., Watson ACT Australia, pp. 28-29.

Fleer, M., Robbins, J.R., 2003, "Hit and run research" with "hit and miss" results in early childhood science education, Research in Science Education, vol 33, issue 4, Kluwer Academic Publishers, Netherland, pp. 405-431.

Fleer, M., Richardson, C., 2003, Collective mediated assessment: moving towards a sociocultural approach to assessing children's learning, Journal of Australian Research in Early Childhood Education, vol 10, issue 1, Monash University, Melbourne Vic Australia, pp. 41-55.

Fleer, M., 2003, Early childhood education as an evolving 'community of practice' or as lived 'social reproduction': researching the 'taken-for-granted', Contemporary Issues in Early Childhood, vol 4, issue 1, Triangle Journals Ltd, UK, pp. 64-79.

Fleer, M., 2003, Editorial, Journal of Australian Research in Early Childhood Education, vol 10, issue 1, Monash University, Melbourne Vic Australia, pp. iv-v.

Fleer, M., 2003, Post-Vygotskian narratives: What is and what could be?, European Early Childhood Education Research Journal, vol 11, issue 1, pp. 1-15.

Fleer, M., 2003, Professional development: Barbara Rogoff visits Monash University and shares her latest theory, Every Child, vol 9, issue 4, Early Childhood Australia Inc., Watson ACT Australia, p. 21.

Fleer, M., Robbins, J.R., 2003, Understanding our youngest scientific and technical thinkers: international developments in early childhood science education, Research in Science Education, vol 33, issue 4, Kluwer Academic Publishers, Dordrecht The Netherlands, pp. 399-404.

Fleer, M., 2002, Curriculum compartmentalisation?: A futures perspective on environmental education, Environmental Education Research, vol 8, issue 2, Carfax Publishing, Basingstoke UK, pp. 137-154.

Fleer, M., 2002, Early childhood education: a public right and not a privilege, Australian Journal of Early Childhood, vol 28, issue 2, Australian Early Childhood Association, Watson ACT Australia, pp. 1-7.

Fleer, M., 2002, Embedded and disembedded learning in early childhood science contexts, Delta, Policy and Practice in Education, vol 54, issue 2, Massey University, Auckland, New Zealand, pp. 120-132.

Raban, B., Griffin, P., Coates, H., Fleer, M., 2002, Profiling preschool literacy: Evidence of Indigenous children's capabilities, Journal of Australian Research in Early Childhood Education, vol 9, issue 1, University of Canberra, Canberra, pp. 74-85.

Fleer, M., 2002, Research evidence with political currency: keeping early childhood education on the international agenda, Australian Journal of Early Childhood, vol 27, issue 1, Australian Early Childhood Association, Watson ACT Australia, pp. 1-7.

Fleer, M., 2002, Sociocultural assessment in early years education - myth or reality?, International Journal of Early Years Education, vol 10, issue 2, Carfax Publishing, Basingstoke UK, pp. 105-120.

Fleer, M., 2002, Sociocultural theory: Rebuilding the theoretical foundations of early childhood education, Delta, Policy and Practice in Education, vol 54, issue 1, Massey University, Auckland, New Zealand, pp. 105-120.

Fleer, M., 2002, What I know about . . . . ? What does the research tell us about early childhood and primary children's thinking in science, The Journal of the Sciene Teachers' Association of Western Australia, vol 38, issue 2, Science Teachers' Association of Western Australia, WA Australia, pp. 11-15.

Fleer, M., 2002, Where do we put our research efforts?: An investigation of the perceived research needs of Australian early childhood professionals, Contemporary Issues in Early Childhood Education, vol 3, issue 1, pp. 19-37.

Fleer, M., 2001, Building bridges: Literacy learning across cultures, Every Child, vol 7, issue 1, Early Childhood Australia Inc., ACT, pp. 24-25.

Fleer, M., 2001, Journeying into the past: Early childhood education under the 'sociocultural' lens, Professional News, issue 3, pp. 10-13.

Fleer, M., Williams-kennedy, D.M., 2001, Looking in and not seeing yourself mirrored back: Investigations of some Indigenous family views on education, Curriculum Perspectives, vol 21, issue 3, pp. 52-55.

Fleer, M., 2001, Policy, research and practice in Australia and New Zealand, Every Child, vol 7, issue 2, Early Childhood Australia Inc, ACT, p. 13.

Fleer, M., 2001, Science education over 40 years, Australian Journal of Early Childhood, vol 26, issue 1, Australian Early Childhood Association Inc., ACT, pp. 39-45.

Fleer, M., 2000, Book review 'Games children play: The effects of media violence on young children' by Mimi Wellisch, Australian Journal of Early Childhood, vol 6, issue 3, p. 20.

Fleer, M., 2000, Book review 'The toxic playground. A guide to reducing the chemical load in schools and childcare centres' by Jo Immings, Australian Journal of Early Childhood, vol 6, issue 2, p. 20.

Fleer, M., 2000, Brain research: Fact or fiction?, Bedrock, vol 5, issue 3, Early Childhood Services of NSW, NSW, pp. 9-11.

Fleer, M., 2000, Interactive teachnology: Can children construct their own technological design briefs?, Research in Science Education, vol 30, issue 2, Springer Link, Netherlands, pp. 241-253.

Fleer, M., Kennedy, A.M., 2000, Quality assurance in early childhood services: Whose values are used and do we have a voice?, www.childforum.com, New Zealand Early Childhood Research Network, New Zealand, pp. 1-6.

Fleer, M., Kennedy, A.M., 2000, Quality assurance: Whose quality and whose assurance?, New Zealand Research in Early Childhood Education, vol 3, New Zealand Early Childhood Research Network, New Zealand, pp. 13-30.

Fleer, M., 2000, Stretching their brains, EQ Australia, issue 1, Autumn, Curriculum Corporation, Victoria, pp. 23-26.

Fleer, M., 2000, Working technologically: Investigations into how young children design and make during technology education?, International Journal of Technology and Design Education, vol 10, issue 1, Springer, Netherlands, pp. 43-59.

Fleer, M., 1999, Children's alternative views: Alternative to what - Western, Aboriginal or Eastern?, International Journal of Science Education, vol 21, issue 2, London, Taylor & Francis, pp. 119-135.

Fleer, M., 1999, Children's alternative views: alternative to what?, International Journal of Science Education, vol 21, issue 2, Taylor & Francis, UK, pp. 119-135.

Fleer, M., 1999, Sun screen can fix the hole in the ozone layer, EQ Australia, issue 3, Curriculum Corporation, Melbourne, pp. 38-40.

Fleer, M., 1999, The science of technology: Young children working technologically, International Journal of Technology and Design Education, vol 9, issue 3, Kluwer Academic Publishers, Netherlands, pp. 269-291.

Fleer, M., 1998, Book review 'What's for lunch?' by David Miller, Australian Journal of Early Childhood, vol 4, issue 4, p. 25.

Fleer, M., 1998, 'Me not a boy, me a person!': Deconstructing gendered interactional patterns in early childhood, Australian Journal of Early Childhood, vol 23, issue 1, Australian Early Childhood Association, ACT, pp. 22-28.

Fleer, M., 1998, The preparation of Australian teachers in technology education: Developing professional not technicians, Asia-Pacific Journal of Teacher Education and Development, vol 1, issue 2, The Hong Kong Institute of Education, Hong Kong, pp. 25-32.

Fleer, M., 1998, What is environmental education?, Every Child, vol 4, issue 4, Australian Early Childhood Association, ACT, pp. 4-5.

Fleer, M., 1997, "Why does the baby frog lose its tail?" Using children's questions as a basis for planning science learning, Every Child, vol 3, issue 2, pp. 10-11.

Fleer, M., 1997, A cross-cultural study of rural Australian Aboriginal children's understandings of day and night, Research in Science Education, vol 27, issue 1, pp. 101-116.

Fleer, M., 1997, A question of design, Educational Computing, vol 12, issue 1, pp. 22-25.

Fleer, M., 1997, Science, technology and culture: Supporting multiple world views in curriculum design., Australian Science Teachers Journal, vol 43, issue 3, pp. 13-18.

Fleer, M., 1997, What does the research tell us?, Every Child, vol 3, issue 1, p. 15.

Fleer, M., 1996, Early childhood science education: Acknowledging and valuing differing cultural understandings, Australian Journal of Early Childhood, vol 21, issue 3, pp. 6-11.

Fleer, M., 1996, Early learning about light: mapping preschool children's thinking about light before, during and after involvement in a two week teaching program, International Journal of Science Education, vol 18, issue 7, pp. 819-836.

Fleer, M., 1996, Fusing the boundaries between home and preschool to support children's scientific learning, Research in Science Education, vol 26, issue 2, pp. 143-154.

Fleer, M., 1996, Investigating young children's home technological language and experience, Australian Research in Early Childhood Education, vol 1, pp. 29-46.

Fleer, M., 1996, Talking technologically in preschool and school: Three case examples, Australian Journal of Early Childhood, vol 21, issue 2, pp. 1-7.

Fleer, M., 1996, Theories of 'play': Are they ethnocentric or inclusive?, Australian Journal of Early Childhood, vol 21, issue 4, pp. 12-18.

Fleer, M., 1996, Working technologically in the early years, Design and Education, issue Special TEFA edition, February, pp. 18-20.

Fleer, M., Sukroo, J., 1995, A cross-cultural study of 4-8 year old Aboriginal children's scientific understandings: A pilot study, Research in Early Childhood Education, vol 2, pp. 73-81.

Fleer, M., 1995, The importance of conceptually focused teacher-child interaction in early childhood science learning, International Journal of Science Education, vol 17, issue 3, pp. 325-344.

Fleer, M., 1994, An investigation into children's understandings of their internal body, Research in Early Childhood Education, vol 1, pp. 64-75.

Fleer, M., 1994, Determining children's understanding of electricity, Journal of Educational Research, vol 87, issue 4, pp. 248-253.

Fleer, M., Sukroo, J., 1994, Determining young Aboriginal children's scientific understandings: A pilot study, Research in Science Education, vol 24, pp. 371-372.

Fleer, M., 1994, Non sexist education in the early years, Every Child, issue 1, p. 12.

Fleer, M., 1994, Rockets, robots and potato peelers, EQ Australia, issue 4, pp. 16-18.

Fleer, M., Hardy, T., 1994, The development of a K-3 science program in the context of the National Science Statement and Profile, Research in Science Education, vol 24, pp. 83-92.

Fleer, M., Waniganayake, M., 1994, The education and development of early childhood professionals in Australia, Australian Journal of Early Childhood, vol 19, issue 3, pp. 3-13.

Fleer, M., 1993, A watery treasure hunt, Classroom Magazine, vol 13, issue 9, pp. 46-47.

Fleer, M., 1993, Building animal homes, Classroom Magazine, vol 13, issue 6, pp. 44-45.

Fleer, M., 1993, Can we incorporate the principles of the National Statement on Technology Education into our early childhood programs?, Australian Journal of Early Childhood, vol 13, issue 4, pp. 26-34.

Fleer, M., 1993, Design, make and appraise, Classroom Magazine, vol 13, issue 1, p. 45.

Fleer, M., 1993, Exploring microworlds in the kitchen, Classroom Magazine, vol 13, issue 7, pp. 45-46.

Fleer, M., 1993, Exploring the body, Classroom Magazine, vol 13, issue 2, p. 45.

Fleer, M., 1993, Have a teddy bear's barbecue, Classroom Magazine, vol 13, issue 10, pp. 40-41.

Fleer, M., Hardy, T., 1993, How can we find out what 3 and 4 year olds think?: New approaches to eliciting very young children's understandings in science, Research in Science education, vol 23, pp. 68-76.

Fleer, M., 1993, Let there be light!, Classroom Magazine, vol 13, issue 4, pp. 44-45.

Fleer, M., 1993, Making sense of the senses, Classroom Magazine, vol 13, issue 3, p. 45.

Fleer, M., 1993, Science education in child care, Science Education, vol 77, issue 6, John Wiley & Sons, NY, pp. 561-573.

Fleer, M., 1993, Throw a science party, Classroom Magazine, vol 13, issue 8, pp. 46-47.

Fleer, M., 1993, Young designers: Getting in early, EQ Australia, issue 2, pp. 51-53.

Fleer, M., 1992, A postcard from England: Does Australia have a National Clayton's curriculum?, Australian Journal of Early Childhood, vol 17, issue 1, pp. 17-21.

Fleer, M., 1992, Identifying teacher-child interaction which scaffolds scientific thinking in young children, Science Education, vol 76, issue 4, pp. 373-397.

Fleer, M., 1992, Introducing technology education to young children: A design, make and appraise approach, Research in Science Education, vol 22, pp. 132-139.

Fleer, M., 1992, The relationship between science and technology in the early years of schooling, South Australian Science Teachers' Association Journal, issue 92/3, pp. 15-22.

Fleer, M., 1992, The suitability of an interactive approach to teaching science in early childhood, Australian Journal of Early Childhood, vol 17, issue 4, pp. 12-23.

Fleer, M., 1991, A study of conceptual development in early childhood, Research in Science Education, vol 21, pp. 104-112.

Fleer, M., 1991, Book review 'Children of social worlds' by Richards, M and Light, P, Australian Journal of Early Childhood, vol 16, issue 1, pp. 44-45.

Fleer, M., 1991, Book review 'Early Childhood Education' by Ebbeck, M, Australian Journal of Early Childhood, vol 16, issue 1, pp. 46-47.

Fleer, M., 1991, Research into early childhood science education, Unicorn, vol 17, issue 4, pp. 209-215.

Fleer, M., 1991, Socially constructed learning in early childhood science education, Research in Science education, vol 21, pp. 96-103.

Fleer, M., 1991, Towards a theory of scaffolded early childhood science education, Australian Journal of Early Childhood, vol 16, issue 3, pp. 14-22.

Fleer, M., 1990, Book review 'Computers and learning in the first years of school' by Porter, R, Australian Journal of Early Childhood, vol 15, issue 4, p. 48.

Fleer, M., 1990, Early childhood science education: An issue of national concern, Unicorn Journal of the Australian College of Education, vol 16, issue 4, pp. 242-245.

Fleer, M., 1990, Gender issues in early childhood science and technology education in Australia, International Journal of Science Education, vol 12, issue 4, pp. 355-367.

Fleer, M., 1990, Maths in context: Australian computer software programs for early childhood, The Australian Journal of Early Childhood, vol 15, issue 1, pp. 23-29.

Fleer, M., 1990, The value of jigsaw puzzles in early childhood education, Early Childhood Development and Care, vol 60, pp. 73-88.

Fleer, M., 1989, A cross-cultural study of the implementation of micro-computers into schools, The Australian Journal of Educational Technology, vol 5, issue 1, pp. 1-13.

Fleer, M., 1989, Is it hands-on or hands-off? Research into the availability and accessibility of micro-computers for Aboriginal school children, Journal of the Australian Institute of Aboriginal studies, issue 1, pp. 31-36.

Fleer, M., 1989, Reflecting Indigenous culture in educational software design., The International Journal of Reading, vol 32, issue 7, pp. 611-619.

Fleer, M., 1989, Software review 'Maths and me' by Davidson, Software Focus, vol 4, issue 2.

Fleer, M., 1988, Software review 'Animal Rescue' by Sherston Software, Software Focus, vol 3.

Fleer, M., 1988, Software review 'The Circus' by Sherston Software, Software Focus, vol 3.

Fleer, M., 1987, The introduction of micro-computers into schools with Aboriginal students, Unicorn. Journal of the Australian College of Education, vol 13, issue 2, pp. 115-116.

Fleer, M., 1987, Using Micro-Computers to Support Early Literacy Learning, Australian Journal of Reading, vol 10, issue 3, pp. 177-182.

Conference Proceedings

Fleer, M., 2011, Families at play: Imagination and creativity in the everyday lives of families, Abstracts of the 2011 ISCAR Congress Rome, 5 - 10 September, 2011, International Society for Cultural and Activity Research (ISCAR), Rome, Italy, pp. 1-3.

Fleer, M., Li, L., Jiao, J., 2011, The ECCD Plan China Project: A culturally-sensitive methodology, Abstracts from the EECERA 21st Annual Conference, 14 - 17 September 2011, European Early Childhood Education Research Association (EECERA), Lausanne, Geneva, Switzerland, pp. 354-355.

Fleer, M., Peers, C., 2010, A dialectical analysis of imagination and creativity, Abstracts of the AARE 2010 International Education Research Conference, 29 November - 2 December, 2010, Australian Association for Research in Education (AARE), Australia, p. 1.

Edwards, S.E., Cutter-Mackenzie, A.N., Fleer, M., 2008, Investigating the environmental scientific concepts in children's play: How do teachers interpret play-based learning?, Australian Research in Early Childhood Education, 22 January - 23 January 2008, Australian Research in Early Childhood Education, Melbourne, pp. 1-18.

Fleer, M., Ridgway, A., 2007, Mapping the relations between everyday concepts and scientific concepts within playful learning environments., Learning and Sociocultural Theory: Exploring Modern Vygotskian Perspectives International Workshop 2007, 19 February 2007 to 21 February 2007, Researcher online: University of Wollongong, http://ro.uow.edu.au/llrg/, pp. 24-45.

Robbins, J.R., Fleer, M., 2004, Learning the landscape: a sociocultural analysis of family enactments of literacy and numeracy within the official script of middle class early childhood discourse, Application of Activity Theory to Education, Information Systems and Business, 12/07/2004 to 13/07/2004, University of Wollongong, NSW Australia, pp. 1-23.

Fleer, M., 2003, Critical reflections on pedagogical practices in design technology education in primary and early childhood education: recipe, ritual or research based, Initatives in Technology Education: Comparative Perspectives, 05/01/2003 to 07/01/2003, Griffith University, USA and Australia, pp. 236-250.

Fleer, M., Robbins, J.R., 2003, 'My teacher exclaims "that's stupid!" and rolls her eyes': the risks and dilemmas of student teachers working in two communities of practice, Australian Association for Research in Education 2003 Conference Papers, 30/11/2003 to 03/12/2003, Australian Association for Research in Education, www.aare.edu.au, pp. 1-16.

Fleer, M., Robbins, J.R., 2003, Student teachers as leaders of teacher renewal: participatory appropriation of sociocultural practices rather than pedagogical reproduction, Teachers as Leaders: Teacher Education for a Global Profession, 20/07/2003 to 25/07/2003, International Council on Education for Teaching, Illinios USA, pp. 1-11.

Fleer, M., 2000, Critical reflections on 'play': Valuing diversity in play, Critical reflections: Rhetoric or reality?, QLD Kindergarten and Creche Association, Townsville.

Fleer, M., 2000, Just play? Teacher self reflection., Critical reflections: Rhetoric or reality?, QLD Kindergarten and Creche Association, Townsville.

Fleer, M., 2000, Understandings environments: Helping children to critically reflect, Critical reflections: Rhetoric or reality?, QLD Kindergarten and Creche Association, Townsville.

Fleer, M., 1998, A study of the introduction of micro-computers in selected Western Australian government schools with Aboriginal students, Australian Computers in Education Conference conference proceedings, 17 August 1998, pp. 154-165.

Fleer, M., 1991, Tinkering with gender inclusive education: Introducing technology education to early childhood children in Australia, Action for equity: The second decade, National Key Centre for School Science and Mathematics, Australia, pp. 226-234.

Fleer, M., 1988, A program for excellence, but for whom? An ethnographic study of the introduction and implementation of micro-computers in Western Australian Aboriginal schools, The Australian Association for Research in Education Conference, conference proceedings, 30 November - 4 December 1988, University of New England.

Fleer, M., 1988, Maths in context: computer programs for Early Childhood mathematics, The Australian Early Childhood Conference, conference proceedings, Canberra.

Other

Agbenyega, J., Blaise, M., Fleer, M., Hammer, M., 2010, Evaluation Report: Early Start Kindergarten prepared for Department of Education and Early Childhood Development (DEECD), Child and Community Research Group, Faculty of Education, Monash University, Victoria, Australia, pp. 1-63.

Fleer, M., Raban, B., 2010, Literacies in early childhood: The preschool period, International Encyclopedia of Education, vol encyclopedia, Elsevier Ltd, Oxford, United Kingdom, pp. 75-80.

Edwards, S.E., Fleer, M., Nuttall, J.G., 2008, A research paper to inform the development of an early years learning framework for Australia, Department of Education and Early Childhood Development, Melbourne, pp. 1-22.

Fleer, M., Agbenyega, J.S., Blaise, M., Peers, C., 2008, Assessment practices within the early years: Assumptions, beliefs and practices, SADECS, Western Australia.

Fleer, M., Raban, B., 2007, Early Childhood Literacy and Numeracy: Building Good Practice, Department of Education, Science and Training, Canberra, ACT, pp. 1-32.

Fleer, M., Surman, L.W., 2006, A sociocultural approach to observing and assessing, Early Childhood Learning Communities: Sociocultural Research in Practice, Pearson Education Australia, Frenchs Forest NSW Australia, pp. 139-160.

Fleer, M., 2006, A sociocultural perspective on early childhood education: rethinking, reconceptualising and reinventing, Early Childhood Learning Communities: Sociocultural Research in Practice, Pearson Education Australia, Frenchs Forest NSW Australia, pp. 3-14.

Robbins, J.R., Hammer, M.D., Fleer, M., 2006, Broadening the lens on diversity, Early Childhood Learning Communities: Sociocultural Research in Practice, Pearson Education Australia, Frenchs Forest NSW Australia, pp. 70-79.

Fleer, M., Robbins, J.R., 2006, Diversity in the context of universal early childhood education: family involvement or family exclusion?, Early Childhood Learning Communities: Sociocultural Research in Practice, Pearson Education Australia, Frenchs Forest NSW Australia, pp. 57-69.

Fleer, M., 2006, Environmental Watch Package QLD, Book review, Every Child, ACT.

Fleer, M., Tonyan, H.A., Mantilla, A.C., Rivalland, C.M.P., 2006, Is 'the play the thing'? Play as guided participation across cultural-historical contexts, unpublished paper presented at the 14th Annual ARECE conference at Monash University on 23-25 January 2006, unpublished, unpublished.

Fleer, M., Hammer, M.D., Robbins, J.R., 2006, Joining the academy, Early Childhood Learning Communities: Sociocultural Research in Practice, Pearson Education Australia, Frenchs Forest NSW Australia, pp. 228-234.

Fleer, M., 2006, Potentive assessment in early childhood education, Early Childhood Learning Communities: Sociocultural Research in Practice, Pearson Education Australia, Frenchs Forest NSW Australia, pp. 161-173.

Fleer, M., Kennedy, A.M., 2006, Quality - always unfinished business, Early Childhood Learning Communities: Sociocultural Research in Practice, Pearson Education Australia, Frenchs Forest NSW Australia, pp. 209-227.

Fleer, M., Robbins, J.R., 2006, Working in the zone: new insights into the Zone of Proximal Development, Early Childhood Learning Communities: Sociocultural Research in Practice, Pearson Education Australia, Frenchs Forest NSW Australia, pp. 27-43.

Fleer, M., Robbins, J.R., 2004, Cultural-Historical Theory Within the Early Years: The Cultural Nature of Pedagogy Within the Context of a "Triple Move" in Teaching, Paper presented at the Sociocultural and Activity Theory seminar, Centre for Childhood Studies, 27th November 2004, Monash University, Melbourne, Australia, Monash University, Melbourne, Unpublished.

Fleer, M., 2001, Building walls of wombat, Book review, Every Child, ACT.

Fleer, M., 1999, I can make my robot dance, The University of Canberra, ACT.

Fleer, M., 1999, 'I can make my robot dance': Highlighting quality early childhood education, University of Canberra, ACT.

Fleer, M., 1999, In the imagination room, The University of Canberra, ACT.

Fleer, M., 1999, In the imagination room: Profiling young children's technological capabilities, University of Canberra, ACT.

Fleer, M., 1999, Science for babies, University of Canberra, ACT.

Fleer, M., 1999, Science for babies, The University of Canberra, ACT.

Fleer, M., 1998, Interactive technology, The University of Canberra, ACT.

Fleer, M., 1998, Interactive technology: Using children's design questions, University of Canberra, ACT.

Fleer, M., 1998, The technological world of babies, The University of Canberra, ACT.

Fleer, M., 1998, The technological world of babies: Highlighting quality early childhood education, University of Canberra, ACT.

Fleer, M., 1997, Scientists in the kitchen, The University of Canberra, ACT.

Leslie, C.F., Fleer, M., 1996, The inside story, The University of Canberra, ACT.

Fleer, M., 1994, Socially constructed learning, University of Canberra, ACT.

Fleer, M., 1994, Socially constructed learning in early childhood education, The University of Canberra, ACT.

Fleer, M., 1992, Building for the future: Early childhood technology education, The University of Canberra, ACT.

Fleer, M., 1992, Building for the future: Scienctists at work in pre school, University of Canberra, ACT.

Fleer, M., 1992, Physics at four: Scientists at work in pre school, University of Canberra, ACT.

Fleer, M., 1992, The light side of darkness: Introducing light to young children, University of Canberra, ACT.

Fleer, M., Leslie, C., 1992, The light side of darkness: Scientists at work in pre school, University of Canberra, ACT.

Fleer, M., 1991, Physics at four: Early childhood science and technology education, The University of Canberra, ACT.

Fleer, M., 1991, Seeing the light, University of Canberra, ACT.

Fleer, M., 1990, Seeing the light: Early childhood science and technology education, The University of Canberra, ACT.

Fleer, M., 1989, Book review 'Understanding Children's Development' by Smith, PL and Cowie, H, Australian Journal of Early Childhood.

Fleer, M., 1988, Book review 'Baby and Child' by Leach, P, Australian Journal of Early Childhood.

Fleer, M., 1987, Tjina, The Ministry of Education, Western Australia, WA.

Fleer, M., 1987, 'Tjina': A computer software package for Aboriginal children, The Ministry of Education, Western Australia, WA.

Postgraduate Research Supervisions

Current Supervision

Program of Study:

(DOCTORATE BY RESEARCH).

Supervisors:

Fleer, M (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

A study of fairy tales as a source of child development in early childhood education.

Supervisors:

Fleer, M (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

A study of play, culture and science: The scientific conceptual development of preschool children..

Supervisors:

Fleer, M (Main).

Program of Study:

(MASTER'S BY RESEARCH).

Thesis Title:

Analysis of 'You Xi', the dominant play activity in Chinese early childhood education and it's future.

Supervisors:

Fleer, M (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Beyond statistics: How are early childhood aid programs meeting the needs of female students?.

Supervisors:

Fleer, M (Main), Peers, C (Associate).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Bridging the gap between home and school.

Supervisors:

Fleer, M (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Early childhood children and families in transition: a cultural historical study of international schools in Malaysia.

Supervisors:

Fleer, M (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Importance of free play- can explore children's imagination and represent their cultural background.

Supervisors:

Fleer, M (Main), Peers, C (Associate).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Intentional teaching and the image of the child: A cultural-historical approch to teachers' understanding of these concepts..

Supervisors:

Fleer, M (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Parent-child play in Chinese immigrant and Australian families.

Supervisors:

Fleer, M (Main), Peers, C (Associate).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

The cultural construction of emotions in young children: A cultural-historical study in the everyday life of multiethnic families..

Supervisors:

Fleer, M (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Toddler development of scientific concepts through play activities as part of everyday family practices.

Supervisors:

Fleer, M (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

What do the principles of Reggio Emilia Preschools mean in an Australian Primary School context: A case study of Woorana Park P.S..

Supervisors:

Fleer, M (Main).

Completed Supervision

Student:

Apirachadaporn, P.

Program of Study:

A Reggio preschool in Thailand: Challenges and Achievements. 2004.

Supervisors:

Fleer, M (Main).

Student:

Edwards, S.

Program of Study:

"THE CURRICULUM IS..." EARLY CHILDHOOD EDUCATORS' CONCEPTIONS OF CURRICULUM AND DEVELOPMENTALLY APPROPRIATE PRACTICE. (PHD) 2003.

Supervisors:

Fleer, M (Main), Romeo, G (Associate).

Student:

Garbett, D.

Program of Study:

Science teacher education: fostering confidence and competence. (PHD) 2006.

Supervisors:

Fleer, M (Joint), Loughran, J (Joint-Co).

Student:

Grimmett, H.

Program of Study:

A school in tune? The stories behind one school's singing culture. (Masters) 2008.

Supervisors:

Fleer, M (Main), Hurworth, G (Associate).

Student:

Grimmett, H.

Program of Study:

Developing WITHIN practice PD: a cultural-historical approach to understanding the institutional practice of teachers' professional development. (PHD) 2012.

Supervisors:

Fleer, M (Main).

Student:

Jackson, G.

Program of Study:

'More than one way to learn': home educated students' transitions between home and school. (PHD) 2009.

Supervisors:

Brown, J (Main), Fleer, M (Associate).

Student:

Krishnasamy, S.

Program of Study:

School Transition Programs as an Early Intervention Strategy: How Effective Are They?. 2003.

Supervisors:

Fleer, M (Main).

Student:

Li, L.

Program of Study:

Family involvement in preschoolers' bilingual heritage language development: a cultural-historical study of Chinese-Australian families' everyday practices. (PHD) 2012.

Supervisors:

Fleer, M (Main).

Student:

Monk, H.

Program of Study:

Learning and development across generations: a cultural-historical study of everyday family practices. (PHD) 2010.

Supervisors:

Fleer, M (Main).

Student:

Osborne, C.

Program of Study:

What impact do sociocultural influences have on the student learning environment?. (PHD) 2011.

Supervisors:

Fleer, M (Main).

Student:

Ridgway, A.

Program of Study:

Using a cultural-historical framework to show societal, institutional and personal influences on learning: a case study of an Australian early childhood community. (PHD) 2010.

Supervisors:

Fleer, M (Main).

Student:

Ridgway, A.

Program of Study:

topic to be confirmed. 2005.

Supervisors:

Fleer, M (Main).

Student:

Robbins, J.

Program of Study:

Contexts, collaboration, cultural and conceptual tools: a consideration of Vygotsky's sociocultural / cultural-historical theory in relation to young children's thinking about natural phenomena. (PHD) 2007.

Supervisors:

Fleer, M (Main).

Student:

Shahrimin, M.

Program of Study:

Young children's collaborative interactions in a computer environment: a case study of Australian and Malaysian children. (PHD) 2006.

Supervisors:

Fleer, M (Main), Romeo, G (Associate).

Student:

Taal, R.

Program of Study:

Issues in the training and assessment of the competency-based learning approach for the preparation of child care practitioners. (PHD) 2006.

Supervisors:

Fleer, M (Main).

Student:

Trebilcock, K.

Program of Study:

The challenge of Regio Emilia in the prep clasroom from a kindergarten teacher's perspective. 2004.

Supervisors:

Fleer, M (Main).