Rate My Professor Yukiyo Nishida

Dr. Yukiyo Nishida serves as a Lecturer in Early Childhood Education within the School of Education at the University of New England in Armidale, Australia. She obtained her Doctor of Philosophy from the University of Oxford, United Kingdom, in 2007, with a doctoral thesis titled 'The Challenge of Multiage Primary Education in Public Education,' which examined the development of multiage education in Japanese public schools. Her research specializations encompass the history of early childhood education, Froebelian pedagogy and its transnational adaptations, particularly in Japan, the integration of origami in early childhood curricula, and the impacts of short-term international experiences on pre-service teachers' understandings of quality early childhood services. Nishida actively contributes to the field through her role on the Executive Committee of the International Froebel Society and by organizing short-term study opportunities in Japan for University of New England students in early childhood education.

Nishida's scholarly output includes significant publications such as 'Missionary Froebelians' Pedagogy and Practice: Annie L. Howe and Her Glory Kindergarten Teacher Training School' in History of Education Quarterly (2022), 'Something Old, Something New, Something Borrowed, and Something Froebel? The Development of Origami in Early Childhood Education in Japan' (2019), 'The Development of Origami in Early Childhood Education in Japan' in Paedagogica Historica (2019), 'Short-term International Experience (STIE) and Students' Understanding of Quality Early Childhood Service Provision' (2018), and contributions to The Bloomsbury Handbook to Friedrich Froebel (2023). She has supervised higher degree research students, including PhD candidates exploring topics like parental encounters with racial discrimination in early childhood and constructing culturally credible services for refugee families. Additionally, she has presented seminars at the University of New England on gathering children's voices in research and Froebelian approaches to outdoor play, such as 'UNDOKAI,' enhancing pedagogical discussions within the academic community.