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Welcome to the Office of Early Childhood Education
National and public adviser on ECE, the OECE is a sector body representing teachers and all types of licensed services driving safer, higher‑quality education for every child
View our positions
- Provides membership support to ECE services, teachers, researchers, and community partners
- Actively contributes to sector analysis, research, and policy development
- Advances evidence-based best practices that prioritise children’s interests and wellbeing
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Teacher Member Posts
Supervision Basics: Four Skills Every Adult Working With Children Must Demonstrate
Active supervision is the single most effective way to prevent harm – this article shows teachers, services, and regulators the essential skills needed to keep children truly safe, not just watched.
Multi-Cultural Activities
Multi-Cultural Activities.
Most early childhood education services include bi-cultural elements in their teaching and learning, but with New Zealand becoming an increasingly multicultural country it can be interesting for children to learn about other cultures as well, particularly if there are children from these cultures within their communi
Teacher Education Staff Uncertain About Accepting Male Students
Accepting Males into Teaching Course.
Why should we continue to accept men into our teacher education programme when they have difficulty fitting in and so often have difficulty completing training? Our experience has been that that they either withdraw into themselves or do the opposite and become the joker in their class. Out o
Teaching Overseas or Coming to NZ? Don’t be Disadvantaged
Returning to Teaching in NZ or Going Overseas to Teach.
This article covers key things to be aware of, plan for, do, and get evidence of, to reduce the possibility of disadvantage upon your return to NZ.
Working in an early childhood overseas can be an enriching experience and a good way for teachers to continue their
Service Provider Member Posts
Are Marbles Really Allowed in ECE Centres and Homebased?
Marbles and other small objects might seem harmless, but in ECE settings they can quickly become a serious choking hazard. We explain what the regulations actually require and give you clear indicators to help you manage these risks confidently and keep children safe.
Lockdown Policy and Procedures
ECE Service Lockdown Policy Template and Procedures.
The terror incident in Christchurch in March 2019 prompted many ECE services to review their lockdown procedures, leaving us questioning whether we are well-prepared for situations where we may need to go into lockdown.
Some services in Christchurch found themselves unprepared, part
RS7 Return – Can You Afford to Opt-in to the Pay Parity Funding?
Opting-In to Pay Parity Funding.
Some service may opt-out and then lose their teachers to other services that have opted in. Others opting-in to pay parity funding could risk becoming insolvent. It’s bonus money for services already paying all their certificated teaching staff at least at the first 5 or 6 pay steps.
To explain the math and
Children Screaming – Risk to Adult and Child Hearing
How a child screaming can hurt adult ears
What did you say? I can’t hear you. I’m cuddling a circular saw!
By James Lochead-Macmillan.
Most research into screaming children focuses on the production of the stress hormone Cortisol.
What is significantly less reported is how dangerous that screaming child is to their car
Research Library – Today’s Featured Articles
Contents – NZ International Research in ECE Journal, 2024, Vol 26
This issue brings together research on food‑safety practices, visual arts pedagogy, disability inclusion, Indigenous perspectives, autism support, place‑based learning, and educator wellbeing. Across these diverse studies, authors offer fresh insights that deepen our understanding of early childhood education and the conditions that shape equitable, meaningful learning for all children.
Beyond Quality in Early Childhood Education & Care Postmodern Perspectives
Beyond Quality extends the values-based approach, and taking a postmodern perspective, argues that researchers cannot continue to claim the “truth” and the right to define early childhood education and care quality for others.
Progressing Play
How to teach and not what to teach is the focus of ‘Progressing Play’.
The authors detail, discuss and throughout the book provide real-examples of children’s play and teacher action and responses – to support and inspire the reader to think about and extend the quality of her or his teaching in many different areas
Advocating for a Comprehensive Approach to Assessment in New Zealand Early Childhood Education
Advocating for a comprehensive approach to assessment in New Zealand early childhood education.
Qilong Zhang. Waiariki Institute of Technology, NZ.
Full Reference: Zhang, Q. (2015). Advocating for a comprehensive approach to assessment in New Zealand early childhood education. NZ Research in Early Childhood Education Journal, 18, 67 –
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