Dr Linda Bellen

Dr: PhD (NDA), BTeach (EC)(Dist) (WSU), BSc (UNSW), Montessori Dip (3-6yrs),
AssDipSocialSc, Cert IV (Training & Assessment)


Email: Linda.Bellen@nd.edu.au
Phone: (02) 8204 4400

  • Biography

    Linda Bellen is a lecturer in Early Childhood Education at the Sydney Campus of the University of Notre Dame Australia.

    After completing her Science degree, she moved to the United States where she attained her Montessori teaching diploma for children aged between 3-6 years and taught there for several years before returning to Australia. On her return, Linda completed further studies in early childhood education including a Bachelor of Teaching in Early Childhood (Distinction) from Western Sydney University.

    Her work as an early years educator in both Australia and the United States spanned over 15 years and involved teaching toddlers and pre-school aged children as well as gaining experience in overseeing out of school care programs. Since 2004, Linda has worked in a variety of roles in the tertiary sector and was awarded her PhD in 2017. Her doctoral thesis examined prior-to-school and school teacher beliefs and understandings of play-based pedagogy and pedagogic continuity across the transition to school process. She has presented at the Early Childhood Australia National Conference and also NSW Institute for Educational Research conferences.

    She has an active interest in contributing to pre-service teachers’ professional experience in early childhood services as well as continuing to publish on the topic of transition to school.

  • Teaching Areas

    Learning Environments and Play, Programming and Planning, Understanding and Guiding Behaviour, Science in the Early Years

  • Research Expertise and Supervision

    Transition to school
    Play-based learning and intentional teaching
    Pedagogic continuity
    Case Studies

    Current co-supervision of 5 HDR students:
    Michelle Hilton-Moon: “Teachers’ perceptions of group size in Australian centre-based early childhood education and care services”
    Rachelle Glynn: “To what extent are the gendered constructs of parents having an impact on girls' self-efficacy in mathematics as they begin school in Australia?”
    Christine Moujalli: “A study of adult learning from the perspective of teacher educator and teacher learner in the context of professional learning in K-6 Science and Technology”
    Christine Gietz: “Perceptions of failure of First Year students and the link to pedagogical practice”
    Mary Roche: “Trauma sensitive education: Enhancing opportunities for success in Australian schools”

  • Journal Articles and Proceedings

    Maher, M., & Bellen, L. (2015). Smoothing children's transition into formal schooling: Lessons learned from an early literacy initiative in remote Aboriginal communities in the Northern Territory, Australia. Early Childhood Education Journal, 43(1), 9-17.

  • Professional Affiliations

    Early Childhood Australia