Biography
Role
As a senior lecturer, Monica works primarily with post graduate students in the Post Graduate Diploma in Leadership and Master of Education (ECE) programmes. She also teaches in the Bachelor of Teaching (ECE), supporting students as they work towards their initial teaching qualification, visiting students in their home centres and on practicum, while also carrying out research.
Education background
With more than 25 years in early childhood education, Monica was a kindergarten teacher before moving into professional development for other teachers. She then taught for 11 years at Massey University within initial teacher education programmes, degree programmes, postgraduate level study and supervision of postgraduate students. She has contributed to course and programme development, whilst leading practicum related courses.
Research background
Monica’s research interests include children’s transitions from ECE to school, assessment, planning, curriculum, intentional teaching, evaluation, gifted and inclusive education, the experiences of beginning teachers, supporting associate teachers, and leadership. Her Masters research focused on the need for cross sector collaboration to support children transitioning from ECE to school. Her doctoral research explored ECE teachers’ assessment knowledge, purposes and practices, motivated by her observations of the differing practices and challenges teachers face.
Teaching interests
Monica has carried her commitment to positive relationships with whānau and tamariki in early learning into her role as a lecturer. She is passionate about building genuine relationships with students to support and respond to their individual needs and learning. She also continues to develop and share her own knowledge to build students and kaiako into knowledgeable and skilled practitioners.
Recent publications
- Cameron, M.J. (2022). Opportunities and challenges: Assessment in the New Zealand early childhood context. In S. Garvis, H. Harju-Luukkainen, & Kangas, J. (Eds.). Assessing and evaluating early childhood education systems (pp. 67-80). Springer
- Cameron, M, J. (2023). The collection and use of assessment information in early childhood settings. In C. McLachlan, T. McLaughlin, S. Cherrington, & K. Aspden (Eds.), Assessment and data information in early childhood settings (p. 61-78). Springer
- Cameron, M., Aspden, K., Smith, P., & McLaughlin, T. (2023). “The curriculum just flows” – An examination of teachers’ understandings and implementation of Te Whāriki pre-2017. Waikato Journal of Education, 28(1), 41-53. https://doi.org/10.15663/wje.v28i1.1037
- Carlyon, T., Cameron, M., Maxwell, A., Woolston, D., Hue Chew Kuen, J., & Ngadni, I. (2023). Early childhood curriculum comparison: Aotearoa New Zealand and Malaysia. Asia-Pacific Journal of Research in Early Childhood Education, 17(3),1-20.