A/PROF Tricia Eadie

A/PROF Tricia Eadie

Positions

  • Child language development and disorders
  • Early Childhood Education & Care
  • Teacher Education & Professional Development

Overview

OverviewText1

  • Tricia’s research is characterised by multi-disciplinary efforts to understand young children’s developmental pathways and trajectories from infancy through to preschool and school. Her research has focussed on both typical and delayed communication, adult-child interactions, and cognitive skills in young children. This work emphasises the need for identification and monitoring of associated risk & protective factors to children’s healthy development (e.g., the Early Language in Victoria Study (ELVS). Tricia’s research in early childhood includes projects that enable educators to implement high quality teaching practices that impact young children’s outcomes. Examples include projects that increase intentional teaching practices and promote the quality and quantity of language used by educators in their interactions with young children (e.g., DET Every Toddler Talking evaluation and the ARC Linkage Grant: Building a Bridge into Preschool in Remote Northern Territory Communities). A/Prof Eadie has been an expert panel member for the National Early Language and Literacy Policy (Speech Pathology Australia) and the Lifting Our Game Report a Review of Early Childhood Education, Department of Premier & Cabinet, Victoria.   

Affiliation

Member of

  • American Speech, Language & Hearing Association. International Affiliate 1999 -
  • Speech Pathology Australia. Certified Practicing 1984 -

Publications

Selected publications

Research

Investigator on

Awards

Education and training

  • PhD, La Trobe University 1999
  • GrDip(AdEd), University of Technology Sydney 1991
  • BAppSc(SpPath), South Australian College of Advanced Education 1983

Linkages

Supervision

Available for supervision

  • Y

Supervision Statement

  • Tricia is currently supervising Research &Higher Degree Students whose work focuses in the following areas: Investigating change in teacher knowledge and practice in relation to a universal oral language intervention; The relationship between maternal behaviours and child language acquisition in disadvantaged community based cohorts; Validation of a developmental screening tool for use with Australian Aboriginal Children; Evaluation of language intervention for young children with autism; Characterisation of cognitive-linguistic profiles of children with speech sound disorders; Speech-language pathology intervention for young offenders