Charles Sturt University
Charles Sturt University

Dr Tamara Cumming

Dr Tamara Cumming

PhD, B. Soc.Sci (Hons 1), BA, Cert III Children's Services

Tamara Cumming is a lecturer with the School of Teacher Education. Tamara has worked in the early childhood sector for over 10 years, holding positions as early childhood educator, inclusion support manager and research officer in a children's services organisation. Prior to this, she worked in editorial and production roles in the publishing and print industries.

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Tamara completed her PhD with CSU in 2015. Her thesis was titled 'Making visible ways that educators negotiate complexity in early childhood practice'. Her research interests include: early childhood educators' well-being, the complexity of educators' practice and the sustainability of the early childhood workforce. Tamara is available for supervision of Honours, Masters and PhD students interested in issues concerned with the early childhood workforce, interprofessional practice, and complexities of practice.

Tamara is also available for contract research and evaluation. Together with colleagues she has completed evaluations for organisations including SDN Children's Services, The Samaritans Foundation, the National Community Hubs program, the Bathurst Child and Family Network and CareWest.

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Tamara is involved in developing and delivering subjects in the Bachelor of Education (Birth to 5 Years), and Bachelor of Education (Birth – 12 years). Her particular teaching interests are research methods, and diversity and difference.

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Tamara is a member of:

  • The Australian Association for Research in Education (AARE)
  • Community Child Care Co-operative NSW

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Scholarly Book Chapters

Gibson, M., Cumming, T., & Zollo, L. (2017) Re-thinking discourses of teacher professionalism in early childhood education: An Australian Perspective. In M. Li, J. Fox & S. Grieshaber, (Eds), Contemporary Issues and Challenges in Early Childhood Education in the Asia Pacific Region. Switzerland: Springer. [invited chapter]

Cumming, T., & Wong, S. (2015). Changing and sustaining transdisciplinary practice through research partnerships. In P. Gibbs, (Ed), Transdisciplinary Professional Learning and Practice. Switzerland: Springer. [invited chapter]

Refereed Journal  Articles

Cumming, T. (2016). Early childhood educators' well-being: An updated review of the literature, Early Childhood Education Journal, 44(5), DOI 10.1007/s10643-016-0818-6

Knight, L., McArdle, F., Bone, J., Ridgway, A., Li, L., Cumming, T., Peterken, C., & Zollo, L. (2016). Drawing out critical thinking: Testing the methodological value of drawing collaboratively. European Early Childhood Research Journal, 24(3), 1-18.

Knight, L., Bone, J., McArdle, F., Ridgway, A., Li, L., Cumming, T., Peterken, C., & Zollo, L. (2015).Intergenerational collaborative drawing: A research method for researching with/about young children. Australasian Journal of Early Childhood, 40(4), 21-29.

Cumming, T., Sumsion, J., & Wong, S. (2015). Rethinking early childhood workforce sustainability in the context of Australia's early childhood education and care reforms. International Journal of Child Care and Education Policy, 9(2), 1-15, DOI: 10.1007/s40723-015-0005-z

Cumming, T. (2015). Early childhood educators' experiences in their work environments: Shaping (im)possible ways of being an educator? Complicity: An International Journal of Complexity and Education (Special Issue: Early Childhood Landscapes and Portraits in Complex Times), 12(1), 52-66.

Cumming, T., Sumsion, J., & Wong, S. (2014). Early childhood practice and refrains of complexity. Early Years: An International Research Journal, 35(1), 80-95, DOI: 10.1080/09575146.2014.93779.

Cumming, T., & Sumsion, J. (2014). A politics of imperceptibilities, possibilities and early childhood practice. Contemporary Issues in Early Childhood, 15(4), 368-377, DOI: 10.2304/ciec.2014.15.4.368.

Knight, L., & Cumming, T. (2014). Troubling dissemination: Experimentations with the salon as conference event. Cultural Studies – Critical Methodologies, 14(6), 589-594, DOI: 10.1177/1532708614548130.

Fenton, A., Walsh, K., Wong, S., & Cumming, T. (2015). Using strengths-based approaches in early years practice and research. International Journal of Early Childhood 47(1), 27-52, DOI 10.1007/s13158-014-0115-8

Cumming, T. (2014). Challenges of 'thinking differently' with rhizoanalytic approaches: A reflexive account. International Journal of Research & Method in Education, 38(2), 137-148, DOI: 10.1080/1743727X.2014.896892

Cumming, T., Sumsion, J., & Wong, S. (2013). Reading between the lines: An interpretative meta-analysis of ways early childhood educators negotiate discourses and subjectivities informing practice. Contemporary Issues in Early Childhood, 14(3), 223-240. DOI: 10.2304/ciec.2013.14.3.223

Cumming, T., & Wong, S. (2012). Professionals don't play: Challenges for early childhood educators working in a transdisciplinary early intervention team. Australasian Journal of Early Childhood, 37(1), 127-135.

Wong, S., & Cumming, T. (2010). "Family Day Care is for normal kids": Facilitators and barriers to the inclusion of children with disabilities in Family Day Care. Australasian Journal of Early Childhood, 35(3), 4-12. 

Under Review

14. Crowe, K., Cumming, T., McCormack, J., Baker, E. McLeod, S., Roulstone, S. & Masso, S. Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings. Child Language Teaching and Therapy.

Reports

Cumming, T. & Wong, S. (2016). Monitoring practice for continuous improvement at Samaritans Early Childhood Intervention Mid-North Coast Project. Samaritans: Newcastle.

Wong, S., Press, F. & Cumming, T. (2015). Report on the pilot evaluation of the National Community Hubs Program. Scanlon Foundation / Refuge of Hope: Melbourne.

Cumming, T., & Wong, S. (2008). SDN PlayLinks: dimensions of a relationships-based service: The fifth of eight reports investigating SDN's Child, Family and Children's Services Programs. SDN Children's Services: Sydney. (Google Scholar Citations: 3)

Cumming, T., & Wong, S. (2008). An evaluation of SDN's Inclusion Support Agencies: Exploring strengths-based approaches to inclusion support: The sixth of eight reports investigating SDN's Child, Family and Children's Services Programs. SDN Children's Services: Sydney. (Google Scholar citations: 5)

Wong, S., & Cumming, T. (2008). Setting the Context: An introduction to the investigation of SDN's Child, Family and Children's Services Programs including methodological considerations. The first of eight reports investigating SDN's Child, Family and Children's Services Programs. SDN Children's Services: Sydney. (Google Scholar Citations: 3)

Wong, S., & Cumming, T. (2008). Practice grounded in theory: The theoretical and philosophical underpinnings of SDN's Child, Family and Children's Services Programs. The second of eight reports investigating SDN's Child, Family and Children's Services Programs. SDN Children's Services: Sydney. (Google Scholar Citations: 1)

Wong, S., & Cumming, T. (2008). An evaluation of SDN's Child and Family Resource Centre: The third of eight reports investigating SDN's Child, Family and Children's Services Programs. SDN Children's Services: Sydney. (Google Scholar Citations: 3).

Wong, S., & Cumming, T. (2008). SDN Early Learning Program: a case study: The fourth of eight reports investigating SDN's Child, Family and Children's Services Programs. SDN Children's Services: Sydney.

Wong, S., & Cumming, T. (2008). Breaking down the barriers: An investigation into the factors that impact upon the successful inclusion of children with disabilities in Family

Day Care: The seventh of eight reports investigating SDN's Child, Family and Children's Services Programs. SDN Children's Services: Sydney.

Wong, S., & Cumming, T. (2008). SDN's embedded research team: practitioners' perspectives: The final of eight reports investigating SDN's Child, Family and Children's Services Programs. SDN Children's Services: Sydney. (Google Scholar Citations: 1)

Professional  Publications

Cumming, T., Forder, A., & Wong, S. (2008). Inclusion in family day care. Jigsaw, 48, 19 – 20. 

Book Reviews

Cumming, T. (in press). Lightfoot-Rueda, T. and Peach, R.L. (eds) (2015). Global Perspectives on human capital in early childhood education: Reconceptualizing theory, policy, and practice. Palgrave MacMillan: New York. In Global Studies of Childhood, 6(3), pp. 365-366.

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