Professor Michelle M. Neumann
BSci(Hons), GradDipEd, BEd, PhD
School of Education
Professor of Education


+44 114 2228170
Full contact details
School of Education
The Wave
2 Whitham Road
Sheffield
S10 2AH
- Profile
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Michelle M. Neumann is an expert in the field of early childhood education, digital technologies (social robots, tablets, apps), and emergent literacy development, and conducts research in preschool and primary school settings. Michelle has experience in using a multi-method approach that incorporates qualitative and quantitative analysis, and she has been recognised as a lead researcher in Australia, in the field of Early Childhood Education by the Australian Government (2021-2023) and has been successful in gaining research funding. Michelle has developed several early educational programs and digital resources for early literacy and language learning, and published a book, several book chapters and research articles in national and international peer-reviewed journals, having over 10 years’ experience working as a primary and secondary school teacher. She is passionate about leading research teams that seek to understand how young children interact, engage, and communicate with social robots and how AI-enabled social robots could be used to support early literacy and language learning in the classroom.
- Research interests
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Early childhood education;
Early literacy development;
Digital technologies (tablets, apps, social robots, AI);
Environmental print; Parent-child interactions;
Learning and teaching at home and preschool.
- Publications
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Books
Journal articles
- Individual differences and young children's engagement with a social robot. Computers in Human Behavior: Artificial Humans, 4, 100139-100139.
- Editorial: Advances in robots for learning. Frontiers in Robotics and AI, 12. View this article in WRRO
- Contesting the framing of digital risk: An analysis of Australian children’s experiences. Journal of Children and Media, 19(1), 175-193.
- Correction: Maternal Scaffolding of Iranian Children’s Extramural Informal Digital Learning of English (IDLE): a Qualitative Study. Early Childhood Education Journal, 53(5), 1883-1883.
- Maternal Scaffolding of Iranian Children’s Extramural Informal Digital Learning of English (IDLE): A Qualitative Study. Early Childhood Education Journal, 53(5), 1865-1881.
- The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review. Journal of Computer Assisted Learning, 40(1), 65-88.
- Exploring the social media networks of primary school children. Education 3-13, 52(8), 1252-1266.
- Preschool children's engagement with a social robot compared to a human instructor. Early Childhood Research Quarterly, 65, 332-341.
- Space resource activities and the evolution of international space law. Acta Astronautica, 211, 155-162.
- Exploring teachers’ perspectives on the benefits and barriers of using social robots in early childhood education. Early Child Development and Care, 193(13-14), 1503-1516.
- Bringing Social Robots to Preschool: Transformation or Disruption?. Childhood Education, 99(4), 62-65.
- Building Resilience Capacity in Young Children: Practical Insights for Early Childhood Educators. Childhood Education, 99(2), 32-39.
- Young children’s interactions with a social robot during a drawing task. European Early Childhood Education Research Journal, 31(3), 421-436.
- Exploring and mapping young children’s digital emergent writing on tablets. Early Years, 43(4-5), 697-711.
- Virtual, Augmented, and Mixed Reality: Benefits and Barriers for Early Childhood Education. Childhood Education, 98(4), 68-79.
- Why should teachers cultivate resilience through mindfulness?. Journal of Psychologists and Counsellors in Schools, 32(1), 3-14.
- Using storytelling to unpack resilience theory in accordance with an internationally recognised resilience framework with primary school children. Journal of Psychologists and Counsellors in Schools, 32(1), 134-145.
- What Counts Most in Assessing Emergent Literacy With Digital Tools?. Childhood Education, 98(1), 72-77.
- “That’s a Big Bad Wolf!”: Learning through Teacher-Child Talk During Shared Reading of a Story Book App. Early Childhood Education Journal, 50(3), 515-525.
- The Impact of Tablets and Apps on Language Development. Childhood Education, 96(6), 70-74.
- Young Children and YouTube: A global phenomenon. Childhood Education, 96(4), 72-77.
- Evaluating YouTube videos for young children. Education and Information Technologies, 25(5), 4459-4475.
- Teacher Scaffolding of Preschoolers’ Shared Reading With a Storybook App and a Printed Book. Journal of Research in Childhood Education, 34(3), 367-384.
- Closing the gap? Overcoming limitations in sociomaterial accounts of early literacy. Journal of Early Childhood Literacy, 20(1), 111-133.
- Social Robots and Young Children’s Early Language and Literacy Learning. Early Childhood Education Journal, 48(2), 157-170.
- The appearance of literacy in new communicative practices: interrogating the politics of noticing. Cambridge Journal of Education, 50(2), 167-183.
- “You Know, I Could Trip and Fall Onto the Track!”: Inspiring Text Production. The Reading Teacher, 73(4), 453-460.
- Young children and tablets: the views of parents and teachers. Early Child Development and Care, 190(11), 1750-1761.
- Validation of an Expressive and Receptive Tablet Assessment of Early Literacy. Journal of Research on Technology in Education, 51(4), 326-341.
- Validation of a touch screen tablet assessment of early literacy skills and a comparison with a traditional paper-based assessment. International Journal of Research & Method in Education, 42(4), 385-398.
- The effects of a parent–child environmental print program on emergent literacy. Journal of Early Childhood Research, 16(4), 337-348.
- Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Research Quarterly, 42, 239-246.
- Maternal Scaffolding of Preschoolers’ Writing Using Tablet and Paper-Pencil Tasks: Relations With Emergent Literacy Skills. Journal of Research in Childhood Education, 32(1), 67-80.
- Parent scaffolding of young children’s use of touch screen tablets. Early Child Development and Care, 188(12), 1654-1664.
- A Conceptual Framework for Emergent Digital Literacy. Early Childhood Education Journal, 45(4), 471-479.
- The use of touch-screen tablets at home and pre-school to foster emergent literacy. Journal of Early Childhood Literacy, 17(2), 203-220.
- A socioeconomic comparison of emergent literacy and home literacy in Australian preschoolers. European Early Childhood Education Research Journal, 24(4), 555-566.
- Young children's use of touch screen tablets for writing and reading at home: Relationships with emergent literacy. Computers & Education, 97, 61-68.
- Visual attention to print-salient and picture-salient environmental print in young children. Reading and Writing, 28(4), 423-437.
- An examination of touch screen tablets and emergent literacy in Australian pre-school children. Australian Journal of Education, 58(2), 109-122.
- Using environmental print to foster emergent literacy in children from a low-SES community. Early Childhood Research Quarterly, 29(3), 310-318.
- Young Children's Visual Attention to Environmental Print as Measured by Eye Tracker Analysis. Reading Research Quarterly, 49(2), 157-167.
- A measure of emerging print knowledge in young children. Early Child Development and Care, 184(8), 1142-1159.
- Touch Screen Tablets and Emergent Literacy. Early Childhood Education Journal, 42(4), 231-239.
- Letter and numeral identification: their relationship with early literacy and numeracy skills. European Early Childhood Education Research Journal, 21(4), 489-501.
- Mother–Child Referencing of Environmental Print and Its Relationship With Emergent Literacy Skills. Early Education & Development, 24(8), 1175-1193.
- Using environmental print to enhance emergent literacy and print motivation. Reading and Writing, 26(5), 771-793.
- The Role of Idiomorphs in Emergent Literacy. Childhood Education, 88(1), 23-29.
- The role of environmental print in emergent literacy. Journal of Early Childhood Literacy, 12(3), 231-258.
- Mother–child joint writing in an environmental print setting: relations with emergent literacy. Early Child Development and Care, 182(10), 1349-1369.
- The Development and Evaluation of a Survey That Makes Use of Student Data to Teach Statistics. Journal of Statistics Education, 18(1).
- Parental strategies to scaffold emergent writing skills in the pre‐school child within the home environment. Early Years, 30(1), 79-94.
- Statistics? You Must be Joking: The Application and Evaluation of Humor when Teaching Statistics. Journal of Statistics Education, 17(2).
- For Parents Particularly: More than Just Storybooks: Promoting Emergent Literacy Skills in the Home. Childhood Education, 85(4), 257-259.
- The Scaffolding of Emergent Literacy Skills in the Home Environment: A Case Study. Early Childhood Education Journal, 36(4), 313-319.
- Investigating the relationship between Iranian parents’ demographic factors and their mediation of children’s digital gameplay at home. Education and Information Technologies.
- Current Insights on Using Social Robots to Support Second Language (L2) International Students in Higher Education. Journal of Comparative & International Higher Education, 16(4).
- Exploring maternal perceptions of critical digital engagement practices in Iranian children. Interactive Learning Environments, 1-17.
- Academic Women.
- Exploring Educator Leadership Practices in Gifted Education to Facilitate Online Learning Experiences for (Re)Engaging Gifted Students. Education Sciences, 12(2), 99-99.
- Conceptualising Gifted Student (Dis) Engagement through the Lens of Learner (Re) Engagement. Education Sciences, 10(10), 274-274.
- Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom. Frontiers in Education, 4.
- Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics. Australasian Journal of Educational Technology, 27(2).
Chapters
- Baby-Robot Interaction: An Observational Analysis of Young Children’s Interactions with Robot Cleaners, Lecture Notes in Computer Science (pp. 250-260). Springer Nature Singapore
- Introduction, Academic Women Bloomsbury Academic
- Concepts and Perceptions of Gendered Women’s Experiences in Academia, Academic Women Bloomsbury Academic
- Cogent Themes from Women’s Gendered Experiences in Academia, Academic Women Bloomsbury Academic
Datasets
- Individual differences and young children's engagement with a social robot. Computers in Human Behavior: Artificial Humans, 4, 100139-100139.
- Research group
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Early Childhood Education, Literacies and Language
- Grants
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Some examples of externally funded research
• (2021-2024) Co-investigator on an Australian Research Council (ARC) grant ($250K) in collaboration with University of South Australia and QUT on “Parent Involvement goes online: New ecologies of school-home relations”.
• (2024) Co-investigator on a Queensland Education Horizons grant ($131K) in collaboration with Griffith University “Building Teacher Capability to Leverage Generative AI to Personalise Learning for Neurodiverse Students: Inclusion for Students with Learning Disabilities and Neurodevelopmental Conditions”.
- Teaching interests
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Early childhood education; Early literacy and language development; Digital Technologies, Learning, teaching and engagement.
- Professional activities and memberships
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Member of UK Literacy Association (UKLA)
Registered Teacher (Education Queensland and Queensland College of Teachers)