Dr Stefania Giamminuti is a Senior Lecturer in Early Childhood Education, Curtin University, Western Australia. She was awarded her PhD with Distinction at The University of Western Australia in 2010, she is the recipient of the 2010 Early Career Award of the Western Australian Institute for Educational Research, and she is a recipient of the Early Childhood Australia Doctoral Thesis Award for 2010. Stefania is also a member of the Council for Childhood and the City, Scuola Pablo Neruda, Reggio Emilia (Italy).
PhD (Distinction) UWA; MEd (OU); AdvDipEd (Child Development) (OU); AdvDipEd (Applied Linguistics) (OU); BSc Honours I (OU)
Stefania’s background as a bilingual Italian/Australian early childhood teacher informs her stance on research, which uses an aesthetic lens to: contest dominant cultural constructs of quality in early childhood education and care; investigate dialogues between the Reggio Emilia educational project and international early years contexts; and engage with the ethical and political debates on professionalism of early childhood educators. Stefania is currently leading a research project, in collaboration with Reggio Children and with the Municipal Infant-toddler Centres and Preschools, Istituzione of the Municipality of Reggio Emilia, investigating the role of the pedagogista and teacher professionalism in the educational project of Reggio Emilia, Italy. In Australia, she has led teacher-initiated research projects on developing children’s ecological identity in urban environments, and on digital ateliers as transformative spaces for teacher collaboration. Stefania is the author of numerous books, book chapters and journal articles and is in high demand as a public speaker internationally.
Stefania enjoys strong and enduring collaborations with educational sector partners. She acted as Thinker in Residence with Independent Schools Victoria (ISV) from 2017 to 2019, a program which also involved a number of Victorian schools collaborating on an acclaimed public exhibition of their research held at Federation Square in Melbourne during the 2019 Arts Learning Festival. She has acted as Research Choreographer for the Association of Independent Schools of Western Australia (WA) in 2018 & 2019, working with teachers to refine and extend their skills in pedagogical documentation and educational research with children.
- Curtin University Faculty of Humanities Research Book of the Year (Early Career) (2014)
- Curtin University Faculty of Humanities Teaching and Learning Award (2014)
- Early Childhood Australia Doctoral Thesis Award (2010)
- Early Career Award, Western Australian Institute for Educational Research (2010)
- University PostGraduate Award The University of Western Australia (2005-2008);
- Creswick Foundation Fellowship in Child Development and Family Relations (2006).
- Reggio Emilia Australia Information Exchange
- Early Childhood Australia
- European Early Childhood Education Research Association
Stefania has extensive expertise in course/unit design and teaches in the BEd (Early Childhood) and MTeach (Early Childhood) in the areas of Pedagogy and Play, Social Justice and Children's Rights, and Early Literacies.
- Giamminuti, S., J. Merewether, and M. Blaise. 2021. "Aesthetic-ethical-political movements in professional learning: encounters with feminist new materialisms and Reggio Emilia in early childhood research." Professional Development in Education 47 (2-3): 436-448.
- Buckley, A., S. Giamminuti, J. Merewether, M. Tye, and S. Kuzich. 2018. "A co-enquiry journey into early childhood settings: a rapid appraisal approach for the joint construction of knowledge." In Visual Spatial Enquiry Diagrams and Metaphors for Architects and Spatial Thinkers Creagh, R., and S. McGann., 47-61 Abingdon, Oxon: Routledge.
- Giamminuti, S. B. 2017. "Educators’ Philosophies: Encountering and Weaving Images." In Powers of Curriculum: Sociological Perspectives on Education Gobby, B., and R. Walker., 87-117 South Melbourne, Victoria: Oxford University Press.
- Giamminuti, S., and D. See. 2017. "Early Childhood Educators’ Perspectives on Children’s Rights: The Relationship between Images of Childhood and Pedagogical Practice." International Journal of Children's Rights 25: 24-49.
- Giamminuti, S. B. 2016. "Research as an Ethic of Welcome and Relationship: Pedagogical Documentation in Reggio Emilia, Italy." In Disrupting Early Childhood Education Research Imagining New Possibilities Parnell, W., and J. M. Lorio., 9-25 New York: Routledge.
- Giamminuti, S., J. Merewether, M. Tye, A. Buckley, and S. Kuzich. 2016. "Spaces to Play, Places to Meet: Welcoming Young Children in Regional Western Australian Towns." Children, Youth and Environments 26 (2): 9-27.
- Giamminuti, S., M. Tye, A. Buckley, J. Merewether, and S. Kuzich. 2015. "Narratives of childhood in regional Western Australian towns: A trajectory of hope and collective wisdom for landmark reforms." Australasian Journal of Early Childhood 40 (3): 89-96.
- Millikan, J., and S. Giamminuti. 2014. "Documentation and the Early Years Learning Framework." Australia: Pademelon Press.
- Giamminuti, S. 2013. "Dancing with Reggio Emilia: Metaphors for quality." Mt Victoria, NSW: Pademelon Press.
- Giamminuti, S. 2012. "The semiotics of entering: Beauty, empathy and belonging in Reggio Emilia." In Conversations: Behind early childhood pedagogical documentation, 189-215 Australia: Pademelon Press.
- Giamminuti, S. 2011. "The 'Value of Locality' in Early childhood Settings: Pedagogical Documentation in the Reggio Emilia Educational Project." Canadian Children: Journal of the Canadian Association for Young Children 36 (2): 4-10.