Amanda began her career in early childhood education as an early childhood practitioner in Wales, UK. She began a PhD at the Centre of Childhood Research at University of Wales Swansea in 2006, where she used conversation analysis and membership categorization analysis to investigate the resources used by four-year-old children in the co-construction of social organisation; her thesis is titled ‘Children’s co-construction of context: prosocial and antisocial behaviour revisited’. In 2010 Amanda moved to New Zealand where she held a senior lecturer position in early childhood education, and continued to use conversation analysis in her research. She has been Principle Investigator on several funded projects and has published widely from these studies, including the books Early Childhood Education: The Co-Production of Knowledge and Relationships, as a single author, and Children’s Knowledge-in-interaction: Studies in Conversation Analysis, which she co-edited. Amanda currently works as a senior lecturer in early childhood education at Swansea University.

Publications

  1. Bateman, A., Robinson, P. The Christchurch earthquake: lessons from the real-life experiences of early childhood teachers Journal of Early Childhood Teacher Education 1 13
  2. Church, A., Bateman, A. Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education Journal of Pragmatics 143 242 254
  3. Bateman, A. Ventriloquism as early literacy practice: making meaning in pretend play Early Years 38 1 68 85
  4. Mitchell, L., Bateman, A. Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand Contemporary Issues in Early Childhood 146394911878134
  5. Bateman, A., Church, A. Children’s use of objects in an early years playground European Early Childhood Education Research Journal 25 1 55 71

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Teaching

  • EDC100 Children's Early Social World

    A foundational understanding of the child as a social being, and the importance of children¿s early social relationships will be offered in this module, which will be an essential building block for all subsequent modules. An introduction to the multi-modal ways in which children interact with their peers and adults, and their competencies in engaging in social organisation in orderly ways through multi-modal communication (English, Welsh and other home languages) will be given. The role of the adult in recognising children¿s social competencies in every-day practice, and strategies that professionals might use to support communication and social competency will be introduced. An exploration of whether children with ALN are also perceived as competent and capable, and societal understandings will be included.

  • EDC103 Exploring creativity and critical thinking

    This module will explore what we might consider `creativity¿ throughout various childhood contexts, and for a diverse range of children. The links between creativity and play will be discussed in relation to dispositions to learn and life-long learning, and creativity as central to children¿s learning through a Froebelian perspective and the adult¿s role in supporting these will be introduced. Contexts for creativity will be explored with links to global childhoods, socio-economic issues, and indoor and outdoor areas. Students will also have the opportunity to explore their own creativity and consider what their own definition of creativity might be. Ways in which academic subject areas, such as maths and literacy, are embedded within creative endeavours are introduced and explored, where emphasis will be given to the arts, music and movement and dramatic play.

  • EDC108 Infants, Toddlers, Young Children and Technology

    This module will introduce key concepts, issues and debates concerning technology and ICT in the early years. It will explore how technology and ICT link to infants, toddlers and young children and explore contemporary debates in the area. There will be opportunities for students to consider their own competencies with technology and ICT and to assess and reflect on different learning approaches with these, and the benefits and opportunities for learning in a digital age for all children, including those with ALN. Issues concerning how technology supports learning will be explored including how ICT can help develop Welsh language learning.

  • EDC200 Play throughout the early years

    The illusive concept of play will be explored in this module, where students will have the opportunity to critically unpack theoretical, historical and cultural concepts of play and create their own theoretically and research-informed definition of play. The module will begin by introducing traditional theories of play through the ages, exploring and recognising various types of play, and then progress towards current perspectives on the benefits of play, and learning through play. Play activities throughout childhood and adulthood will be discussed, along with the role of the adult in supporting and providing opportunities for play for a diverse range of children of different ages. Issues around play for children in Wales will be considered, including traditional play activities such as Welsh rhymes.

  • EDC201 Children’s culture and language

    This module explores how children co-construct their own cultures through everyday interactions, and also considers the multiple cultures that children belong to, globally and within Wales. It will explore ethnocentrism and cultural relativity by discussing recent media coverage, and support students to debate these issues in lectures. Students will also be supported to consider their own cultural heritage and to develop an awareness of the importance of cultural knowledge and connections for children and families. The role of language in shaping cultural identity will also be discussed, with a particular emphasis on Welsh cultural heritage and language.

  • EDC202 Pedagogy in action: supporting life-long-learning

    This module introduces `pedagogy¿ and ideas around effective teaching and learning throughout childhood, in ways that support children¿s interests. It will introduce the concepts of `learning dispositions¿ and `working theories¿ and how children make sense of their world when engaging in these. Students will be invited to consider the role of the adult in supporting and extending children¿s individually unique learning pathways through physical and cognitive scaffolding, and challenging conversations that encourage children¿s autonomy. The perspective of learning from children is also explored, where students are encouraged to engage in professional reflection around situations where this might have occurred and consider the benefits of such an approach for life-long-learning. National and international curricula will be explored to critique the role of the teacher in countries other than Wales and to consider the role of Welsh language.

  • EDC203 ICT in early years practice

    Students will build on the knowledge of ICT and technology they developed in their first year module `infants toddlers, young children and technology¿ to explore how these issues relate to practice. Links to their placement will be made to explore how ICT can support and extend children¿s learning and is used by early childhood professionals to support their practice with all children including those with ALN. It will outline different perspectives and debates concerning the impact of digital technologies on learning and pedagogy, and students will begin to develop their own pedagogical stance on these issues. There is an emphasis on critical analysis, evidence-informed approaches and design principles. The module will outline fundamental issues including inclusivity, accessibility, sustainability, legislation, additional languages including Welsh, policies and standards.

  • EDC204 Working effectively with children and families (Research methods)

    This module will cover research methods for engaging in research with a diverse range of children in various contexts. It will discuss the importance of research informed practice and support students to become familiar with critiquing current research and academic literature and policy in their chosen area of childhood. Important issues around ethical consent for engaging in research with infants, toddlers and young children will be considered where age differences in the approach for consent will be introduced. The structure of the module will include guest lectures each week by academics who have conducted research in the area of childhood studies, in order to provide a thorough insight into various research methods by well-experienced and current researchers. Each lecture will discuss the fit-for-purpose choosing of a specific method for answering specific research questions and will offer a grounding for the start of the dissertation beginning in the subsequent semester.

  • EDC300 Educational practice in a digital age

    This module will provide discussion and exploration of the following topics:Behaviour, risk and safety in the digital agePerceptions of digital technologiesRethinking knowledge in the digital ageIn a Welsh context and with the Welsh languageOpen educationDeveloping the digital practitioner, professional learning and online communities of practiceDigital wellbeingALN and digital technology Emerging technologies and predicted educational impact, including covert wearable technologies, affective computing, brain computer interface technologies and artificial intelligence.Opportunities to interact virtually with NZ graduating early childhood teachers is supported

  • EDC301 Transitions in the early years

    Throughout children¿s early years there are many transitions that they will engage with, including small transitions from sleep to waking, from liquids to solid food, to transitioning from home to other places such as early childhood centres, schools or visiting friends, relatives and other community members. It is also possible that some children will experience transitions through various foster homes, and often through multiple after-school activities. Transitions for children with ALN, in personal health, socio-economic circumstances and environmental changes when moving house, school or emigrating are also relevant throughout various childhoods. Linguistic transitions will be explored in children who move from one language to another, with a particular focus on issues around refugee families. This module will explore these issues, with a focus on the role of the adult in supporting children through these various changes in the most effective ways, particularly when children transition from early childhood settings to New Entrant classes as they move to school. Students will have the opportunity to reflect as a professional on transitions they have made personally, and how they were managed, as well as discussing the transition they are about to make from their degree into the workplace or further study. They will then be supported in applying their knowledge to real-life scenarios to critically evaluate what their role might be for children experiencing similar situations, through the support of relevant and recent academic research.

  • EDC302 Dissertation

    This dissertation module will enable students to pursue an empirical study on a topic of their choice relating to early childhood studies across contexts according to their academic interest or future career aspirations. It will require students to formulate an appropriate research question and to design and execute a research project that will address their chosen question in a coherent and systematic manner. Students will have the flexibility to pursue a research topic related to infants, toddlers, young children, families and communities that might be relevant to their career aspirations across the full range of contexts where knowledge and expertise in early childhood studies is applicable.

  • EDC303 Professional reflective practice

    This module will prepare students to be reflective in their practice with infants, toddlers, young children and their families. It will support students to recognise the importance of critical thinking in their practice and consider how to use research informed strategies to become an effective reflective practitioner within the early years workforce. Students will have the opportunity to reflect on their own practice in their final year placement where they will be supported to identify an area of personal learning for development, considering its relevance in early years practice to support professional development and employability. The module aim is to understand the important role of the early years practitioner working with children with a range of learning needs and languages (including Welsh), and families as students transition into the workforce or further study.

  • EDE100 Children's early social worlds

    A foundational understanding of the child as a social being, and the importance of children¿s early social relationships will be offered in this module, which will be an essential building block for all subsequent modules. An introduction to the multi-modal ways in which children interact with their peers and adults, and their competencies in engaging in social organisation in orderly ways through multi-modal communication (English, Welsh and other home languages) will be given. The role of the adult in recognising children¿s social competencies in every-day practice, and strategies that professionals might use to support communication and social competency will be introduced. An exploration of whether children with ALN are also perceived as competent and capable, and societal understandings will be included in relation to issues of equality.

  • EDE103 Exploring creativity and critical thinking

    This module will explore what we might consider `creativity¿ throughout various childhood contexts, and for a diverse range of children. The links between creativity and play will be discussed in relation to dispositions to learn and life-long learning, and creativity as central to children¿s learning through a Froebelian perspective and the adult¿s role in supporting these will be introduced. Contexts for creativity will be explored with links to global childhoods, socio-economic issues, and indoor and outdoor areas. Students will also have the opportunity to explore their own creativity and consider what their own definition of creativity might be. Ways in which academic subject areas, such as mathematics and literacy, are embedded within creative endeavours are introduced and explored, where emphasis will be given to the arts, music and movement and dramatic play.

  • EDE108 Infants, Toddlers, Young Children and Technology

    This module will introduce key concepts, issues and debates concerning technology and ICT in the early years. It will explore how technology and ICT link to infants, toddlers and young children and explore contemporary debates in topics such as government initiatives. There will be opportunities for students to consider their own competencies with technology and ICT and to assess and reflect on different learning approaches with these, and the benefits and opportunities for learning in a digital age for all children, including those with ALN. Issues concerning how technology supports learning will be explored including how ICT can help develop Welsh language learning.

  • EDE200 Play throughout the early years

    The illusive concept of play will be explored in this module, where students will have the opportunity to critically unpack theoretical, historical and cultural concepts of play and create their own theoretically and research-informed definition of play. The module will begin by introducing traditional theories of play through the ages, exploring and recognising various types of play, and then progress towards current perspectives on the benefits of play, and learning through play. Play activities throughout childhood and adulthood will be discussed, along with the role of the adult in supporting and providing opportunities for play for a diverse range of children of different ages. Issues around play for children in Wales will be considered, including traditional play activities such as Welsh rhymes.

  • EDE201 Children's culture and language

    This module explores how children co-construct their own cultures through everyday interactions, and also considers the multiple cultures that children belong to, globally and within Wales. It will explore ethnocentrism and cultural relativity by discussing recent media coverage, and support students to debate these issues in lectures. Students will also be supported to consider their own cultural heritage and to develop an awareness of the importance of cultural knowledge and connections for children and families. The role of language in shaping cultural identity will also be discussed, with a particular emphasis on Welsh cultural heritage and language.

  • EDE202 Pedagogy in action

    This module introduces `pedagogy¿ and ideas around effective teaching and learning throughout childhood, in ways that support children¿s interests. It will introduce the concepts of `learning dispositions¿ and `working theories¿ and how children make sense of their world when engaging in these. Students will be invited to consider the role of the adult in supporting and extending children¿s individually unique learning pathways through physical and cognitive scaffolding, and challenging conversations that encourage children¿s autonomy. The perspective of learning from children is also explored, where students are encouraged to engage in professional reflection around situations where this might have occurred and consider the benefits of such an approach for life-long-learning. National and international curricula will be explored to critique the role of the teacher in countries other than Wales and to consider the role of Welsh language.

  • EDE203 ICT in early years practice

    Students will build on the knowledge of ICT and technology they developed in their first year module `infants toddlers, young children and technology¿ to explore how these issues relate to practice. Links to their placement will be made to explore how ICT can support and extend children¿s learning and is used by early childhood professionals to support their practice with all children including those with ALN. It will outline different perspectives and debates concerning the impact of digital technologies on learning and pedagogy, and students will begin to develop their own pedagogical stance on these issues. There is an emphasis on critical analysis, evidence-informed approaches and design principles. The module will outline fundamental issues including inclusivity, accessibility, sustainability, legislation, additional languages including Welsh, policies and standards.

  • EDE204 Working effectively with children and families (research methods)

    This module will cover research methods for engaging in research with a diverse range of children in various contexts. It will discuss the importance of research informed practice and support students to become familiar with critiquing current research and academic literature and policy in their chosen area of childhood. Important issues around ethical consent for engaging in research with infants, toddlers and young children will be considered where age differences in the approach for consent will be introduced. The structure of the module will include guest lectures each week by academics who have conducted research in the area of childhood studies, in order to provide a thorough insight into various research methods by well-experienced and current researchers. Each lecture will discuss the fit-for-purpose choosing of a specific method for answering specific research questions and will offer a grounding for the start of the dissertation beginning in the subsequent semester.

  • EDE300 Educational practice in a digital age

    This module will provide discussion and exploration of the following topics:Behaviour, risk and safety in the digital agePerceptions of digital technologiesRethinking knowledge in the digital ageIn a Welsh context and with the Welsh languageOpen educationDeveloping the digital practitioner, professional learning and online communities of practiceDigital wellbeingALN and digital technology Emerging technologies and predicted educational impact, including covert wearable technologies, affective computing, brain computer interface technologies and artificial intelligence.Opportunities to interact virtually with NZ graduating early childhood teachers is supported.

  • EDE301 Early childhood transitions

    Throughout children¿s early years there are many transitions that they will engage with, including small transitions from sleep to waking, from liquids to solid food, to transitioning from home to other places such as early childhood centres, schools or visiting friends, relatives and other community members. It is also possible that some children will experience transitions through various foster homes, and often through multiple after-school activities. Transitions for children with ALN, in personal health, socio-economic circumstances and environmental changes when moving house, school or emigrating are also relevant throughout various childhoods. Linguistic transitions will be explored in children who move from one language to another, with a particular focus on issues around refugee families. This module will explore these issues, with a focus on the role of the adult in supporting children through these various changes in the most effective ways, particularly when children transition from early childhood settings to New Entrant classes as they move to school. Students will have the opportunity to reflect as a professional on transitions they have made personally, and how they were managed, as well as discussing the transition they are about to make from their degree into the workplace or further study. They will then be supported in applying their knowledge to real-life scenarios to critically evaluate what their role might be for children experiencing similar situations, through the support of relevant and recent academic research.

  • EDE302 Dissertation

    This dissertation module will enable students to pursue an empirical study on a topic of their choice relating to early childhood studies across contexts according to their academic interest or future career aspirations. It will require students to formulate an appropriate research question and to design and execute a research project that will address their chosen question in a coherent and systematic manner. Students will have the flexibility to pursue a research topic related to infants, toddlers, young children, families and communities that might be relevant to their career aspirations across the full range of contexts where knowledge and expertise in early childhood studies is applicable.

  • EDE303 Professional reflective practice

    This module will prepare students to be reflective in their practice with infants, toddlers, young children and their families. It will support students to recognise the importance of critical thinking in their practice and consider how to use research informed strategies to become an effective reflective practitioner within the early years workforce. Students will have the opportunity to reflect on their own practice in their final year placement where they will be supported to identify an area of personal learning for development, considering its relevance in early years practice to support professional development and employability. The module aim is to understand the important role of the early years practitioner working with children with a range of learning needs and languages (including Welsh), and families as students transition into the workforce or further study.

  • EDN202 Protecting and Promoting Wellbeing in Education

    This module will focus on promoting and protecting wellbeing in the context of education. It will consider policy and legislation based on rights to, and within, education. The increased emphasis on emotional health and wellbeing in education will be highlighted using contemporary research to critically evaluate evidence based practice. Safeguarding issues, processes and a multi-agency approach in professional practice will be explored. Students will be encouraged to reflect on their own educational experiences in relation to rights, safeguarding and wellbeing.

  • EDN303 Childhood Studies

    This module will introduce students to key issues and ideas relating to childhood across time and culture. The module will be structured around four main themes: concepts of childhood, constructing childhood, childhood across time and culture and issues relating to childhood across children¿s services. Childhood is considered from a multi-disciplinary perspective in relation to aspects of professional educational practice and related services.

Research Groups

  • The Early Years Research Centre, Waikato University, NZ

    The Early Years Research Centre is sited in the Wilf Malcolm Institute for Educational Research – includes a group of scholars who have built a national and international reputation in the following three areas of research in the early years: pedagogy, policy and community connections. These areas form the three themes of the Centre research programme.

Career History

Start Date End Date Position Held Location
2010 2018 Senior Lecturer New Zealand

Key Grants and Projects

  • Royal Marsden project - Co-researcher 2018 - 2021

    Refugee families in early childhood education: constructing pathways to belonging., $845,000

  • Teaching and Learning Research Initiative (TLRI) – Co-researcher 2018 - 2020

    Strengthening belonging and identity of refugee and immigrant children through early childhood education., $199,993

  • Principal Investigator 2014 - 2016

    Literacy and narrative in the early years: Zooming in and zooming out., $450,000