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Marg Rogers

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Senior Lecturer, Early Childhood Education; Post Doctoral Fellow, Manna Institute, University of New England

Dr Marg Rogers is a Senior Lecturer in the Early Childhood Education team within the School of Education. Marg has taught across all areas of education: early childhood, primary, secondary and tertiary. Marg researches marginalised voices within families and education especially in regional, rural and remote communities. Specifically, she researches ways to support the wellbeing of military, first responder and remote worker families and early childhood educators. Marg is a Postdoctoral Fellow within the Commonwealth Funded Manna Institute.

Marg is the lead researcher for the funded Child and Family Resilience Programs (formerly Early Childhood Defence Programs). This team, along with their Steering Committee of stakeholders, has developed award-winning, research-based, free, online, evaluated resources for early childhood educators, parents and family/social workers to better support young children from Australian military families. Many of these resources are currently being culturally adapted for Canadian families in collaboration with the Canadian Institute of Military Health Research and other partners.

Marg also leads a transnational study called 'Early Childhood Educators work within a highly regulated environment' with colleagues from Denmark, Italy, Georgia and Canada. Marg is a co-investigator in a multi-university study with Southern Cross University and Macquarie University, about Covid-19 and remote-learning in early childhood services. She is also a co-investigator in a study 'Empowering Educators Program' with Southern Cross University. The study is piloting a Canadian Peer Mentoring Program in Australia's childcare desert areas and has pilot funding from the Australian Childcare Alliance (Qld Branch).

As a children’s author, Marg has written a series of children’s eBooks that are part of the program. The research-based books are designed to assist them with parental separation during deployment, training and relocation and other stresses in defence family life. The books contain practical ways to improve children’s understanding of the transitions that happen in their families and how to not only survive but thrive.

Marg has written other eBooks to support children from military families on how to deal with the changes and emotional upheavals when parents return home from deployment with injuries and mental health conditions.

She also researches the effects of narrative, ritual and acculturation, childhood immunisation, professionalism in early childhood, creative arts education in early childhood and the use of early childhood technologies.

In a previous role, she worked as an Educational Partnership Broker, creating partnerships through school, business and community that had a learning outcome for birth to 25-year-olds. She also taught at the New England Conservatorium of Music running early childhood music and movement classes.

Previously Margie ran a music tuition business 'Moree Music' for seven years. This included council early intervention contracts, instrumental tuition, early childhood music, movement and language programs, infants and primary school bands with community involvement.

Margie has taught in adult education colleges, preschools, childcare, infants, primary and high schools in NSW, Tasmania and the Northern Territory in the creative arts and literacy. Marg is passionate about the effects of movement, dance and music on early childhood development and the impact of wellbeing, family life, nutrition and exercise on children.

Qualifications
Doctor of Philosophy (Examiners: Professor Anne Farrell, Professor Jennifer Sumsion, Associate Professor Wendy Boyd)
Masters Learning Innovation (Early Childhood)
Graduate Certificate of Language Education (ESL)
Graduate Diploma of Education (Music)
Bachelor of Creative Arts (Music)

Teaching Areas
Families, communication and speech development, literacy, digital literacy, critical literacy, health, nutrition and wellbeing, creative arts (especially performing arts at all levels), integrated learning

Experience

  • 2022–present
    Senior lecturer, University of New England
  • 2022–present
    Postdoctoral fellow, Manna Institute
  • 2011–2021
    Lecturer, University of New England
  • 2011–2013
    Educational Partnership Broker, Careers Network Incorporated
  • 2004–2010
    Director and owner, Moree Music

Education

  • 2017 
    University of New England, PhD
  • 2008 
    Queensland University of Technology, Masters Learning Innovation (Early Childhood Education)

Publications

  • 2024
    Impacts of managerial systems on early educators’ job satisfaction in five countries., Issues in Educational Research, 34(1), 219-234. http://www.iier.org.au/iier34/rogers.pdf
  • 2023
    Parental Perceptions of Social and Emotional Wellbeing of Young Children from Australian Military Families, Australian Journal of Rural Health. https://doi.org/10.1111/ajr.13033
  • 2023
    "Burnout central": Australian early childhood educational leaders’ experiences during the Covid-19 pandemic, Issues in Educational Research, 33(1), 284-306. http://www.iier.org.au/iier33/rogers.pdf
  • 2023
    A systematic review of burnout and quality of life of early childhood educators, Issues in Educational Research, 33(1), 173-206. http://www.iier.org.au/iier33/ng.pdf
  • 2023
    The more things change the more they stay the same: Early childhood professionalism in COVID-19 times, Issues in Educational Research, 33(4), 1568-1581. www.iier.org.au/iier33/sims.pdf
  • 2023
    New ways of working and new opportunities: Early childhood leaders' professional practice post-COVID, In K. Marsh-Davies & C. Burnett (Eds.), Teachers and teaching post-COVID (pp. 163-180). Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003352129-12/new-ways-working-new-opportunities-wendy-boyd-marg-rogers-margaret-sims
  • 2023
    Strengthening and supporting parent-child relationships through digital technology: Benefits and challenges, Family Relations, 1-18. https://doi.org/10.1111/fare.12960
  • 2022
    Lessons from the pandemic: reimagining and repositioning children and early childhood professionals within the educational landscape, In J. Pattnaik & M. R. Jalongo (Eds.), The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses. Springer Nature Switzerland AG. https://link.springer.com/book/9783030969769
  • 2022
    The bold and the backlash: When marginalised voices are heard in neoliberal land, International Electronic Journal of Elementary Education, 14(4), 459-473. https://doi.org/10.26822/iejee.2022.256
  • 2022
    Stakeholder engagement with funding bodies, steering committees and surveys: Benefits for education projects, Issues in Educational Research, 32(3), 1131-1152. http://www.iier.org.au/iier32/rogers.pdf
  • 2022
    Empathy and narrative: A discussion of contemporary stories from education and health, International Electronic Journal of Elementary Education, 14(5), 631-646. https://doi.org/10.26822/iejee
  • 2022
    Neoliberalism and government responses to Covid-19: Ramifications for early childhood education and care, Issues in Educational Research, 32(3), 1174-1195. http://www.iier.org.au/iier32/sims.pdf
  • 2021
    International programs and resources to support children from military families: A review, International Electronic Journal of Elementary Education, 14(2), 119-133. doi:10.26822/iejee.2022.23 https://www.iejee.com/index.php/IEJEE/article/view/1756
  • 2021
    Educator identity in a neoliberal context: recognising and supporting early childhood education and care educators, European early childhood education research journal, 28(6), 806-822. Retrieved from https://doi.org/10.1080/1350293X.2020.1836583
  • 2021
    Stakeholder engagement in an online community education project via diverse media engagements, Issues in Educational Research, 31(2), 626-643. Retrieved from http://www.iier.org.au/iier31/rogers.pdf
  • 2021
    Contextualised, not Neoliberalised Professionalism in Early Childhood Education and Care: Effects of Prescribed Notions of Quality on Educator Confidence in Australia, International Electronic Journal of Elementary Education, 13(4), 549-564. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/1447/532
  • 2020
    Recommendations to support young children from Australian military families: A report for policy makers, family and social workers and educators , Journal of Management Policy and Practices, 21(2), 1-26. https://doi.org/https://doi.org/10.33423/jmpp.v21i2
  • 2020
    Using the media arts to digitally support young children's family and cultural narratives, International Art in Early Childhood Research Journal, 1(1), 1-16. http://artinearlychildhood.org/wp-content/uploads/2019/12/ARTEC_2019_Research_Journal_1_Article_3_Rogers_Bird_Sims.pdf
  • 2020
    Organisational narratives vs the lived neoliberal reality: Tales from a regional university, Australian Universities' Review, 62(2). Retrieved from http://www.aur.org.au/article/Organisational-narratives-vs-the-lived-neoliberal-reality%3A-Tales-from-a-regional-university-%28AUR-62-01%29-21824
  • 2020
    Children’s agency: Developing a digital app to voice family narratives, Journal of Military, Veteran and Family Health, 6(2), 129-137. doi:10.3138/jmvfh-2019-0022
  • 2020
    Meddling with Mosaic: Reflections and adaptations, European Early Childhood Education Research Journal. doi:10.1080/1350293X.2020.1817236 https://www.tandfonline.com/eprint/DBFIR5RZWDZJRZIQIX5R/full?target=10.1080/1350293X.2020.1817236
  • 2019
    Harnessing the power of cultural health narratives when working with parents of young children, Children Australia, 44(3), 105-109. doi:10.1017/cha.2019.22
  • 2018
    Listening to children’s voices through art: Communicating experiences and understandings in Mosaic research, International Art in Early Childhood Research Journal, 1(1), 1-19.
  • 2017
    Young children's understanding and experiences of parental deployment within an Australian Defence Force family, School of Education. Armidale, Australia, University of New England. Doctor of Philosophy. 10.13140/RG.2.2.26497.61281 Accessed from https://hdl.handle.net/1959.11/27661
  • 2017
    Protective factors in families: Themes from a socio-ecological study of Australian Defence Force families experiencing parental deployment, SAGE Open Access, 7(2). doi:10.1177/2158244017706711. Available from http://journals.sagepub.com/doi/full/10.1177/2158244017706711
  • 2016
    Narrative, Acculturation and Ritual: Themes from a Socio-ecological Study of Australian Defence Force Families Experiencing Parental Deployment, Children Australia, 41(2), 141-153. doi: http://dx.doi.org/10.1017/cha.2016.8
  • 2015
    Liam's story: So why do I wear Dad's medals?, Mt. Victoria, Australia: Pademelon Press. ISBN 9781876138431. https://www.pademelonpress.com.au/liam-s-story-so-why-do-i-wear-dad-s-medals.html

Grants and Contracts

  • 2023
    Moral injury resources
    Role:
    Lead researchers
    Funding Source:
    Foundation of Graduates of Early Childhood Studies
  • 2023
    Educators' Peer Support Program
    Role:
    Co-researcher
    Funding Source:
    Australian Childcare Alliance (QLD Branch)
  • 2021
    Early Childhood Defence Programs
    Role:
    Lead researcher
    Funding Source:
    Foundation of Graduates of Early Childhood Studies - Forest Hill grant
  • 2020
    Early Childhood Defence Programs
    Role:
    Lead researcher
    Funding Source:
    University of New England VC funding
  • 2019
    Program development to support young children from ADF families, their parents and educators
    Role:
    Lead researcher
    Funding Source:
    The Ian Potter Foundation

Professional Memberships

  • Australian Association for Research in Education (AARE)
  • European Early Childhood Education Research Association (EECERA)
  • Early Childhood Australia
  • The Australian and New Zealand Mental Health Association

Research Areas

  • Early Childhood Education (Excl. Maori) (130102)