Charles Sturt University
Charles Sturt University

Dr Loraine Fordham

Dr Loraine Fordham

LCST; Dip Fam Th; M ECh; PhD

Dr Loraine Fordham is a lecturer and researcher in the field of early childhood. Loraine has a PhD in early childhood (exploring families' experiences of family-centred practice) and has worked as an academic, researcher and speech pathologist in a range of early childhood, academic, health and community organisations.

In May 2016 Loraine completed a 2½ year Postdoctoral Research Fellowship with the Children's Protection Society in Melbourne. The research report "Extending the reach of the Early Years Education Program: The EYEP:Q" was launched on July 13th 2016.

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Loraine's research interests include early childhood research with families and young children, especially those who experience disability, disadvantage or marginalisation.

Loraine's major areas of interest include inclusive education and inclusive practices and family-centred early childhood intervention.

Loraine is concerned with utilising strengths-based approaches in intervention, education, evaluation and research practice.

Research Grants

  • October 2013 – March 2016, Children's Protection Society, Melbourne. Postdoctoral Research Fellowship Position, $393,056.00
  • 2010-2011 Australian Research Alliance for Children & Youth (ARACY), J. Sumsion, L. J. Harrison, F. Press, S. Wong, L. Fordham, J. Goodfellow, Early Childhood Development Research Gaps Analysis, $80,000

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Currently Loraine teaches:

  • Pedagogy of Relationships
  • Principles of Inclusive Education
  • Early Intervention and Inclusion

And supervises students undertaking a Masters in Education

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Current Membership of Professional Associations:

  • Australian Research Alliance for Children and Youth (ARACY)
  • International Society on Early Intervention (ISEI)
  • Early Childhood Australia (ECA)
  • European Early Childhood Education Research Association (EECERA)

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Conference Presentations

  • Fordham, L. & Shard, S. (2016). Inspiring excellence in practice with children and families experiencing vulnerability: Making every interaction count. Paper presented at Early Childhood Australia Conference, Darwin, 5th – 8th October.
  • Fordham, L. & Saffigna, M. (2016). Building partnerships with families experiencing social disadvantage or vulnerability. Invited seminar presentation at Early Childhood Management Services' Beyond Tomorrow Conference, Melbourne, 19th August.
  • Fordham, L. (2016). Strategies that support and sustain the inclusion of vulnerable children and families in early childhood services. Paper presented at International Society on Early Intervention Conference, Stockholm, 8th - 10th June.
  • Fordham, L. (2016). Attachment-based care: what does this look like in pedagogical practice? Invited paper presentation at Centre for Community Child Health's Early Years Seminar Series 'Infant and mental child health, ensuring optimal wellbeing for all children,' Melbourne, 18th March.
  • Fordham, L. (2015). Strategies that support and sustain the inclusion of vulnerable families in early childhood services. Paper presented at inaugural Wollongong University Early Start Conference, Wollongong, 28th - 30th September. 
  • Fordham, L. (2015). Nutrition as intervention: The power of a carefully crafted nutrition program in promoting healthy lifestyles to vulnerable children and their families. Poster presented at inaugural Wollongong University Early Start Conference, Wollongong, 28th - 30th September.
  • Fordham, L. (2015). Exploring the early childhood education and care conditions that enable young children at risk to flourish. Invited seminar presentation at Early Childhood Management Services' Beyond Tomorrow Conference, Melbourne, 6th August.
  • Fordham, L. (2015). Unpacking the early childhood education and care conditions that enable young children at risk to flourish. Poster presented at Australian Research Alliance for Children and Youth's Early Years Conference, Hobart, 24th - 26th June.
  • Fordham, L. (2011).Families' experiences of family-centred early childhood intervention in Australia. Paper presented at International Society on Early Intervention Conference, New York, 2nd - 5th May.

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Book Chapters

  • Johnston, C., Luscombe, D., & Fordham, L. (2017). Working with families as part of early childhood intervention services: Family-centred practice in an individualised funding landscape. In H. Sukkar, C. Dunst, & J. Kirkby, (Eds.), Early Childhood Intervention: Working with families of young children with special needs (pp. 129-142). Abingdon, Oxon: Routledge.
  • Fordham, L., & Johnston, C. (2014). Family-centred practice for inclusive early years education.  In K. Cologon (Ed.), Inclusive education in the early years: right from the start (pp. 171-188). South Melbourne Victoria: Oxford University Press.

Journal Articles

  • Fordham, L., & Kennedy, A. (under review). Engaging vulnerable children and families: Learning from a new model of education and care.
  • Crowe, K., Fordham, L., McLeod, S., & Ching, T. Y. C. (2014). "Part of our world": Influences on caregiver decisions about communication choices for children with hearing loss. Deafness and Education International, 16(2), 61-85. DOI: 10.1179/1557069X13Y.0000000026
  • Dillon-Wallace, J., McDonagh, S. H., & Fordham, L. A. (2014). How stable is the well-being of Australian mothers who care for young children with special health care needs? Journal of Child and Family Studies,23(7), 1215-1226.DOI: 10.1007/s10826-013-9782-6
  • Dillon-Wallace, J., McDonagh, S. H., & Fordham, L. A. (2014). Maternal employment, work experiences, and financial well-being of Australian mothers who care for young children with special health care needs. Journal of Family Issues. DOI: 10.1177/0192513X14561522
  • McDonagh, S. H., & Fordham, L., & Dillon-Wallace, J. (2014). The educational context and services of children with disabilities in their first years of school in Australia. Special Education Perspectives, 23(4), 29-41.
  • Fordham, L., Gibson, F., & Bowes, J. (2012). Information and professional support: Key factors in the provision of family-centred early childhood intervention services. Child: Care, Health and Development, 38(5),647-653. DOI: 10.1111/j.1365-2214.2011.01324.x

Articles in Early Childhood Professional Magazines

  • Fordham, L. (2017).Sharing research findings from the Early Years Education Program. Preschool Matters, Term One. 20-21.
  • Fordham, L. (2016). Enhancing belonging:  Strategies for engaging with families experiencing vulnerability and disadvantage. Roundtable, Autumn, 12-13.
  • Fordham, L. (2016). Nutrition as intervention: The power of a carefully crafted nutrition program in developing the health of vulnerable children. Every Child, 22(2), 36-37.
  • Fordham, L. (2015). Developing meaningful partnerships with vulnerable families around their children's education and care. Reflections, Spring (60), 10-13

Research Reports

  • Fordham, L. (2016). Extending the reach of the Early Years Education Program: The EYEP:Q Research Report. Melbourne, Australia: Children's Protection Society.
  • Fordham, L. (2015). Qualitative Study of the Early Years Education Program (EYEP:Q): Literature Review. Melbourne, Australia: Children's Protection Society.
  • Harrison, L., Sumsion, J., Press, F., Wong, S., Fordham, L., & Goodfellow, J. (2011). A shared early childhood development research agenda: Key research gaps 2010–2015. Canberra: Australian Research Alliance for Children and Youth.

 View full publication list on the CSU Research Output database (CRO)

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