معرفی
Katy Meeuwissen is a Lecturer in Early Childhood and Primary Education at the University of Canberra, where she simultaneously pursues her PhD in Education with thesis submission planned for 2026. Her academic journey includes upgrading from a Masters by Research program, and she holds a Bachelor of Education and a Graduate Certificate in Early Childhood Education.
Her educational background includes:
- Current PhD candidate in Education at the University of Canberra (thesis submission planned for 2026)
- Upgraded from Masters by Research program
- Bachelor of Education
- Graduate Certificate in Early Childhood Education
Katy's research focuses on teachers' conceptualization, planning and implementation of play and play-based learning in educational settings. Her work bridges early childhood education principles with primary school contexts, examining how play can be effectively integrated into the curriculum beyond the early years. She investigates the disconnect between the recognized importance of play in early childhood education and its diminished role once children enter formal schooling. Her research highlights teachers' varying perspectives on play, revealing confusion about its educational value and implementation strategies in primary classrooms. Through empirical studies with Australian primary teachers, she documents the tension between mandated curriculum coverage and meaningful play experiences, providing insights for teacher education and policy development.
Her scholarly output includes three peer-reviewed publications that examine play-based learning in primary education. These works analyze teachers' conceptualizations of play, its implementation challenges, and its potential to support academic learning while maintaining children's engagement. Her research demonstrates how play can be structured to develop critical thinking, problem-solving skills, and social competencies across various subject areas, challenging the notion that play belongs only in early childhood settings.
Katy actively engages with the education community through media requests, speaking engagements, consulting, research collaboration, and research supervision opportunities. Her work has practical implications for teacher training programs, suggesting the need for better integration of play-based learning methodologies in teacher education curricula and improved alignment between early education and primary years to ensure play does not disappear at the school gate.
