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Bio
Lisa Baker has been a teacher, learner and researcher in the field of early childhood education for over 30 years. She holds a Bachelor of Education, specialising in Early Childhood, Masters of Applied Positive Psychology (MAPP), Graduate Certification in Education Research and is currently undertaking a PhD at Melbourne University. She has a breadth of knowledge and experience in education and understands childhood is a critical time for development, learning and wellbeing - in cognitive, social, emotional, neurological and physical domains.
Since her introduction to positive psychology over a decade ago, Lisa has taken her years of experience as a teacher and applied the theories and knowledge of positive psychology, creating and adapting to the context of early childhood education. She published one of the first papers linking positive psychology to early education (https://www.nationalwellbeingservice.org/volumes/volume-1-2017/volume-1-article-8/ ) when she was not able to locate one in the literature. Lisa also wrote a practical guide for early childhood educators, providing evidence informed positive psychology strategies, in order that they could support their own wellbeing (https://shop.earlychildhoodaustralia.org.au/product/edl1804/). She has been a Victorian state chapter member for PESA (Australia’s Positive Education School’s Association https://www.pesa.edu.au/) and has taken her passion for positive psychology into doctoral study at the University of Melbourne.
With her PhD research, Lisa’s aim is to hear from early childhood education professionals currently working in early childhood settings about their understanding of child wellbeing and the pedagogical practices they use to teach for and about child wellbeing. She will also further develop the nascent wellbeing literacy capability model, aiming to add to discourse at a national early educational policy level in Australia about the ways wellbeing is understood, defined and described. She was recently invited by the National Minister for Early Childhood Education to contribute to Australia’s national Early Years Strategy (https://www.dss.gov.au/families-and-children-programs-services/early-years-strategy) as an expert in her field.
Lisa’s presentations and publications, highlighting synergies between the fields of early childhood, wellbeing science and nature pedagogy, are grounded in literature and based in practice, combining theory and strategy for educators. She advocates that wellbeing and meaningful relationships must be integral to positive education environments and that respect for the competency of children be prioritised in order that they flourish. Lisa is also an enthusiastic, creative and flexible practitioner, eager to share wisdom, stories and evidence-informed ideas from her experiences on the ‘front line’ of education!
Lisa is engaged as a Senior Associate of The Positivity Institute, working closely with Dr Suzy Green on applied positive psychology and evidence-based coaching engagements in schools and as a researcher on the Educational and Developmental Gains in Early Childhood (EDGE) at the University of Melbourne Research in Effective Education in Early Childhood (REEaCh) Centre https://education.unimelb.edu.au/REEaCh¬. As a member of the Wellbeing Literacy and Language Research Stream at Melbourne University’s Centre for Wellbeing (Science https://education.unimelb.edu.au/cpp#research) Lisa’s particular interest in the development and application of wellbeing literacy.
Research Interests
Papers共 174 篇Author StatisticsCo-AuthorSimilar Experts
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INTERNATIONAL JOURNAL OF SOCIAL PSYCHIATRYno. 2 (2024): 364-377
FRONTIERS IN PSYCHOLOGY (2023)
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Daniel Fu Keung Wong, Yves Cho Ho Cheung,Xiaoyu Zhuang,Yat-nan Petrus Ng,Lindsey G. Oades, Shengquan Sam Ye
Frontiers in Psychology (2023)
Psychiatric services (Washington, D.C.)no. 10 (2023): 1052-1058
International Journal of Wellbeingno. 3 (2022): 81-100
Coaching Practicedpp.461-464, (2022)
Handbook of Positive Psychology in Schoolspp.91-103, (2022)
Routledge eBookspp.169-181, (2022)
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Happiness - Biopsychosocial and Anthropological Perspectives [Working Title] (2022)
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Author Statistics
#Papers: 181
#Citation: 5940
H-Index: 40
G-Index: 72
Sociability: 6
Diversity: 0
Activity: 2
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