Charles Sturt University
Charles Sturt University

Dr Helen Logan

Dr Helen Logan

Dip.Teach (ECE), B.Ed (ECE), G.Dip (Spec.Ed), G.Dip (TESOL), M.Ed (With Distinction), PhD

Helen Logan is a lecturer and researcher in the Faculty of Arts and Education at Charles Sturt University (CSU). She joined the University in 2005 at the Albury-Wodonga campus and was appointed to the Bathurst campus in 2012. Helen has over 20 years’ experience as a teacher and director in a range of early childhood education and care services. Her teaching experience also includes teaching in NSW primary schools and the TAFE sector. At CSU, Helen is involved in developing and delivering content for the Bachelor of Education (Early Childhood and Primary) and the Bachelor of Education (Birth to Five Years). In 2019, Helen is Acting Chair of the Research Committee for the School of Teacher Education and a member the School Assessment Committee. She is currently the National Secretary for OMEP Australia (World Organisation for Early Childhood Education).

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Helen’s research interests focus on quality in early childhood education and care (ECEC) policy and history. Her doctoral research examined constructions of quality in Australian early childhood education and care policy between 1972 and 2009. In 2017, Helen was awarded a PhD. She is available for supervision of Honours, Masters and PhD students interested in issues in ECEC. Her current work investigates early childhood educator well-being and oral histories of leading early childhood advocates, nationally and internationally. Helen is a co-investigator of the Early Childhood Educator Well-being Project (ECEWP). She is also available for Outside Professional Activities such as contract research, expert witness reports and evaluations.

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In 2019, Helen is teaching students who are studying:

  • Leading Early Childhood and
  • Pedagogy of Relationships

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Helen is a the NSW and National Secretary of:

  • Organisation Mondiale pour l’Education Prescolaire (OMEP) [World Organisation of Early Childhood Education]

Helen is also a member of:

  • Early Childhood Australia (ECA)
  • Community Early Learning Australia (CELA)

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PhD Thesis

  • Logan, H. (2017). Constructions of meanings of quality in Australian early childhood education and care policy [1972 – 2009]. (Doctoral thesis). Charles Sturt University, Australia..

Book Chapters

Refereed Journal Articles

  • Wong, S., Yeung, S., Cumming, T., & Logan, H. (Under review). Measuring early childhood educator well-being: A review of the literature. Educational Research Review.
  • Logan, H. (2018). Retaining meanings of quality in Australian early childhood education and care policy history: perspectives from policy makers. Early Years, 1-18. doi:10.1080/09575146.2018.1432573
  • Logan, H. (2017). Tensions in constructions of quality in Australian early childhood education and care (ECEC) policy history European Early Childhood Education Research Journal. Advance online publication. DOI:10.1080/1350293X.2017.1331063
  • Logan, H., Press, F., & Sumsion, J. (2016). The shaping of Australian early childhood education and care: What can we learn from a critical juncture? Australasian Journal of Early Childhood, 41(1), 64-71.
  • Logan, H., Sumsion, J., & Press, F. (2015). The Council of Australian Government Reforms [2007-2013]: A critical juncture in Australian early childhood education and care policy? International Journal of Child Care and Education Policy, 9(1), 1-16. DOI: 10.1186/s40723-015-0011-1
  • Logan, H., Sumsion, J., & Press, F. (2014). Uncovering hidden dimensions of Australian early childhood policy history: Insights from interviews with policy 'elites'. European Early Childhood Education Research Journal, 22(5), 711-722. DOI:10.1080/1350293X.2014.969086
  • Logan, H., Sumsion, J., & Press, F. (2013). The Child Care Act 1972: A critical juncture in Australian ECEC and the emergence of 'quality'. Australasian Journal of Early Childhood, 38(4), 84-91.
  • Logan, H., Press, F., & Sumsion, J. (2012). The quality imperative: Tracing the rise of 'quality' in Australian early childhood education and care policy. Australasian Journal of Early Childhood, 37(3), 4-13.
  • Logan, H., & Sumsion, J. (2010). Early childhood teachers' understandings of and provision for quality. Australasian Journal of Early Childhood, 35(3), 42-50.
  • Zevenbergen, R., & Logan, H. (2008). Computer use by preschool children: Rethinking practice as digital natives come to preschool. Australian Journal of Early Childhood, 33(1), 37-44.
  • Logan, H. (2008). Digital natives come to preschool: Rethinking practice. Every Child, 14(4), 2.

Refereed Conference Proceedings

  • Logan, H & Cheeseman, S. (2018). Re-visiting quality. From quality systems to quality child: A contemplation of the recent past and immediate future. Invited presentation at the 2019 Semann & Slattery Thinker in Residence Symposium in collaboration with Macquarie University and Goodstart Early Learning, February 22, 2019.
  • Logan, H., Cumming, T., & Wong, S. (2018). Sustaining early childhood educator work-related well-being. Roundtable presentation at the Australasian Journal of Early Childhood Research Symposium, February 14-15, 2019, Melbourne.
  • Logan, H. (2017). Mind your own business: Struggles to retain meanings of quality in early childhood education and care (ECEC) policy. Symposium presented at the European Early Childhood Research Association Conference, August 29 - September 1, Bologna.
  • Logan, H. (2015). The long thread of quality: Tensions in constructions of quality in ECEC policy history. Symposium presented at the European Early Childhood Research Association Conference, September 7 – 10, Barcelona.
  • Logan, H. (2014). Constructions of quality in Australian Early Childhood Education and Care policy. Poster presentation at the Collaborative Research Network (CRN) Whole of Network meeting, February 3 – 6, Melbourne.
  • Logan, H. (2013). The formation of a critical juncture in Australian early childhood policy: Drawing on multiple approaches to historical policy analysis. Research and Graduate Studies Faculty Forum, Bathurst, September 23 – 25, 2013.
  • Logan, H. (2012). Problematising historical research: Guarding against the dangers of presentism. Research and Graduate Studies Faculty Forum, Wagga Wagga, August 20 – 22, 2012.
  • Logan, H. (2011). Crossing boundaries over time: The rise of the concept of quality in Australian ECEC policy between 1972 and 2009. Symposium session 4 presentation, AARE conference, Hobart, TAS.
  • Logan, H. (2010). Historical perspectives on constructions of quality in Early Childhood Education & Care (ECEC). Symposium session 3 presentation at the annual AARE conference, Melbourne, VIC.
  • Logan, H. (2009). Using metaphor to explore early childhood teachers' understandings of, and provision for quality. Investigating Quality in Early Childhood Education and Care: Professional and practitioner perspectives. Symposium, presented at the European Early Childhood Education Research Association Conference, Strasbourg, France.
  • Logan, H. (2008). Investigating quality in early childhood education and care (Part 2): Developing a mosaic of research evidence. Symposium 64 presented at the annual AARE conference, Brisbane, QLD.
  • Logan, H., & Zevenbergen, R. (2008). Digital natives come to preschool: Rethinking practice. Early Childhood Australia (ECA) biennial conference, Canberra, ACT.

Professional Publications

  • Wong, S., Cumming, T., & Logan, H. (2018). Educator well-being: Caring for our educators as well as children. Cascades, 3, 1-2.
  • Logan, H. (2008). Digital natives come to preschool: Rethinking practice. Every Child, 14(4), 2.

Book Reviews

  • Logan, H. (2016).Campbell-Barr, V., and Leeson, C. (2016). Quality and leadership in the early years. Research, theory and practice. London: Sage. In Global Studies of Childhood. Prepublished December 5, 2016, DOI:10.1177/2043610616680951
  • Logan, H. (2007). Keesing-Styles, L and Hedges, H (Eds)(2007).Theorising early childhood practice: Emerging dialogues.Castle Hill: Pademelon Press. In Contemporary Issues in Early Childhood, 8(2), pp.175-176.

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