Makes learning exciting and meaningful.
Encourages innovative and creative solutions.
Inspires students to achieve their best.
Encourages students to think critically.
Belinda Davis is a Senior Lecturer in the School of Education at Macquarie University. Her teaching and research focus on pedagogy and curriculum by exploring ways that children's experiences shape their learning and development. She completed her PhD at Macquarie University in 2015 with a thesis on 'Working with infants and toddlers: what discourses shape educators’ understandings and practices?'. Davis is involved with the Early Childhood Education Research Centre and the Lifespan Health and Wellbeing Research Centre.
Her research specializations encompass the Early Years Learning Framework, infants and toddlers, low socio-economic status children and families, quality improvement, and assessment in early childhood education and care. As Chief Investigator, she has directed projects including the ARC-funded LP21 Observe, Reflect, Improve: a tool to enrich Children’s Learning (ORICL) (2023-2026), MQSN 21 ORICL (2021-2022), and the Foundation of Graduates in Early Childhood Studies ORICL Pilots (2022-2023). She also led the NSW Preschool Assessment Study reviewing formative assessment practices (2019).
Key publications include 'Understanding infants: Characteristics of early childhood practitioners' interpretations of infants and their behaviours' (Degotardi & Davis, 2008, Early Years), 'Who cares? Infant educators’ responses to professional discourses of care' (Davis & Degotardi, 2015, Early Child Development and Care), 'Professional identity in the infant room' (Davis & Dunn, 2019, Australasian Journal of Early Childhood), 'Educators working with infants and toddlers from low socio-economic status families' (Davis & Dunn, 2022), and 'Children’s meaning making: listening to encounters with complex aesthetic experience' (Davis & Dunn, 2023, Education Sciences).
Davis received the Organisation for Early Childhood Education New Scholar Award (Postgraduate) in 2024. Her contributions enhance professional practices and policy in early childhood settings, particularly supporting vulnerable populations.
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