Profile

Professor Caroline Barratt-Pugh

Professor Caroline Barratt-Pugh’s research focusses on the politics of literacy, early childhood education and equity. Within this broad area she engages in the exploration of family and pre-school/school literacy practices, inter-agency literacy programs, and literacy policy and pedagogy. Her work seeks to challenge deficit discourses of literacy and more recently seeks to explore ways in which technology is creating spaces which advance equity and inclusion in early childhood contexts. Caroline has expertise in participatory and translational research, and works with children, families, communities, health care service providers and early childhood systems and sectors. Through almost two decades of research she has made significant contributions to pedagogy and policy development in early childhood education. This includes the development of the Kindergarten Curriculum Guidelines now mandated in WA, and a member of the 2021 national consortium reviewing the National Quality Framework (NQF) and the Australian Learning Frameworks. Her current research evolved from the longitudinal evaluation of the Better Beginnings family literacy program (2005-ongoing) which led to the development and evaluation of Kindytxt, a literacy-based text messaging program for parents. Caroline will contribute to the Educated Child program, supporting the development of models, frameworks and good practices of digital learning that build children’s educational opportunities, fostering inclusiveness and equitable outcomes, that reflect the cultural and linguistic diversity of Australian families.

Earliest digital memory
Visiting my sister in her new job at Datastream (financial analyst company) in the 1980s in London,  and seeing rows and rows of metal boxes as big as washing machines with multiple flashing lights and compartments. My introduction to one of the first computers –  an IBM Mainframe. Now, my computer fits into a handbag.



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The Australian Research Council Centre of Excellence for the Digital Child acknowledges the First Nations owners of the lands on where we gather and pay our respects to the Elders, lores, customs and creation spirits of this country.

The Centre recognises that the examples we set in diversity and inclusion will support young children to respect and celebrate differences in all people. We embed diversity, inclusivity and equality into all aspects of the Centre’s activities and welcome all people regardless of race, ethnicity, social background, religion, gender, age, disability, sexual orientation and national origin.