Marg Rogers

(MENAFN- The Conversation) Lecturer, Early Childhood Education, University of New England Profile Articles Activity

Marg Rogers is a Lecturer in the Early Childhood Education team within the School of Education at the University of New England, Australia.

Research methods
Narrative research, the Mosaic approach, mixed methods

Research Interests
Marg is the lead researcher in a project called Early Childhood Defence Programs that is funded by The Ian Potter Foundation and the University of New England. The project aims to create research-based programs and resources for parents, family workers and educators to better support young children from Australian military families ( She is also the lead researcher in a transnational study called 'Educators work in a highly regulated environment' with colleagues from Canada (Associate Professor Laura Doan) and Denmark (Professor Fabio Dovigo). Marg is also researching with Associate Professor Wendy Boyd (SCU) and Professor Margaret Sims (Macquarie University) about the effects of the pandemic on early childhood directors.

As a children's author, Marg has written a series of children's eBooks that are part of the program. The research-based books are designed to assist them with parental separation during deployment, training and relocation and other stresses in defence family life. The books contain practical ways to improve children's understanding of the transitions that happen in their families and how to not only survive but thrive.

Marg has written other eBooks to support children from military families on how to deal with the changes and emotional upheavals when parents return home from deployment with injuries and mental health conditions.

She also researches the effects of narrative, ritual and acculturation, childhood immunisation, professionalism in early childhood, creative arts education in early childhood and the use of early childhood technologies.

In a previous role, she worked as an Educational Partnership Broker, creating partnerships through school, business and community that had a learning outcome for birth to 25-year-olds. She also taught at the New England Conservatorium of Music running early childhood music and movement classes.

Previously Margie ran a music tuition business 'Moree Music' for seven years. This included council early intervention contracts, instrumental tuition, early childhood music, movement and language programs, infants and primary school bands with community involvement.

Margie has taught in adult education colleges, preschools, childcare, infants, primary and high schools in NSW, Tasmania and the Northern Territory in the creative arts and literacy. Marg is passionate about the effects of movement, dance and music on early childhood development and the impact of wellbeing, family life, nutrition and exercise on children.

Qualifications
Doctor of Philosophy (Examiners: Professor Anne Farrell, Professor Jennifer Sumsion, Associate Professor Wendy Boyd)
Masters Learning Innovation (Early Childhood)
Graduate Certificate of Language Education (ESL)
Graduate Diploma of Education (Music)
Bachelor of Creative Arts (Music)

Teaching Areas
Families, communication and speech development, literacy, digital literacy, critical literacy, health, nutrition and wellbeing, creative arts (especially performing arts at all levels), integrated learning

• –present Lecturer, Early Childhood Education, University of New England
• 2011–2013 Educational Partnership Broker, Careers Network Incorporated
• 2004–2010 Director and owner, Moree Music

• 2017  University of New England, PhD
• 2008  Queensland University of Technology, Masters Learning Innovation (Early Childhood Education)

• 2021 Stakeholder engagement in an online community education project via diverse media engagements, Issues in Educational Research, 31(2), 626-643. Retrieved from
• 2021 Educator identity in a neoliberal context: recognising and supporting early childhood education and care educators, European early childhood education research journal, 28(6), 806-822. Retrieved from
• 2021 Contextualised, not Neoliberalised Professionalism in Early Childhood Education and Care: Effects of Prescribed Notions of Quality on Educator Confidence in Australia, International Electronic Journal of Elementary Education, 13(4), 549-564. Retrieved from
• 2020 Organisational narratives vs the lived neoliberal reality: Tales from a regional university, Australian Universities' Review, 62(2). Retrieved from regional-university-%28AUR-62-01%29-21824
• 2020 Children's agency: Developing a digital app to voice family narratives, Journal of Military, Veteran and Family Health, 6(2), 129-137. doi:10.3138/jmvfh-2019-0022
• 2020 Meddling with Mosaic: Reflections and adaptations, European Early Childhood Education Research Journal. doi:10.1080/1350293X.2020.1817236
• 2020 Using the media arts to digitally support young children's family and cultural narratives, International Art in Early Childhood Research Journal, 1(1), 1-16.
• 2020 Thirty years of listening to children: Are we there yet?, Every Child, 26(3), 14-16. Retrieved from
• 2020 Recommendations to support young children from Australian military families: A report for policy makers, family and social workers and educators, Recommendations to support young children from Australian military families: A report for policy makers, family and social workers and educators
• 2019 Harnessing the power of cultural health narratives when working with parents of young children, Children Australia, 44(3), 105-109. doi:10.1017/cha.2019.22
• 2019 Effective partnerships with families who have a parent who works away, Linking research to the practice of education, 3(2), 7-10. Retrieved from
• 2018 Utilising the digital play framework to support early childhood educators and children's learning, Linking research to the practice of education, 2(2), 2-5.
• 2018 Waiting for Daddy: Rose's story (Version 1.1). [Mobile application software], Apple Store: Apple Incorporated. Retrieved from & mt=8 (free to download on ipad - research based digital app)
• 2018 Waiting for Daddy: Rose's story, Canberra, Australia: Defence Community Organisation, Department of Defence.
• 2018 Now that I am big: Anthony's story, Canberra, Australia: Defence Community Organisation, Department of Defence.
• 2018 Listening to children's voices through art: Communicating experiences and understandings in Mosaic research, International Art in Early Childhood Research Journal, 1(1), 1-19.
• 2017 Empowering children through the creative arts: Is it possible to access the voice of 2-5 year olds?, Linking research to the practice of education, 1, 2-3.
• 2017 Young children's understanding and experiences of parental deployment within an Australian Defence Force family, School of Education. Armidale, Australia, University of New England. Doctor of Philosophy. 10.13140/RG.2.2.26497.61281 Accessed from
• 2017 Protective factors in families: Themes from a socio-ecological study of Australian Defence Force families experiencing parental deployment, SAGE Open Access, 7(2). doi:10.1177/2158244017706711. Available from
• 2016 Narrative, Acculturation and Ritual: Themes from a Socio-ecological Study of Australian Defence Force Families Experiencing Parental Deployment, Children Australia, 41(2), 141-153. doi:
• 2015 Liam's story: So why do I wear Dad's medals?, Mt. Victoria, Australia: Pademelon Press. ISBN 9781876138431.

• 2021 Early Childhood Defence Programs Role: Lead researcher Funding Source: Foundation of Graduates of Early Childhood Studies - Forest Hill grant
• 2020 Early Childhood Defence Programs Role: Lead researcher Funding Source: University of New England VC funding
• 2019 Program development to support young children from ADF families, their parents and educators Role: Project Officer (lead) Funding Source: The Ian Potter Foundation

• Australian Association for Research in Education (AARE)
• European Early Childhood Education Research Association (EECERA)
• Early Childhood Australia

• Early Childhood Education (Excl. Maori) (130102)

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