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Welcome to the Office of Early Childhood Education
The OECE is a national organisation for the ECE sector and public adviser, championing high-quality education and care 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
View the Code of Conduct for ECE Services
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Teacher Member Posts
Asthma
Asthma is quite common among children but many of them will grow out of it as they get older. Around one in four New Zealand children show signs of asthma at some time.
This article tells you about the known causes of asthma, treatments, when a child may or may not have asthma, and practical ways of improving the home and early childhood centre
Cooking with Children – Using a Slow Cooker
Using a Slow Cooker for Teaching Children about Cooking and Preparing Kai
As a responsible teacher or educator you role model and pass on good nutritional dietary habits… don’t you? Well…, in front of the children anyway! But does this mean leaving a wonderful learning opportunity consigned to the pantry? It probably mean
Supporting and Involving Fathers
Early childhood education services in general do not do well when it comes to being inclusive of dads and supporting and involving fathers. Services could be doing better if teachers and service operators knew how.
New Zealand families are gradually changing and men are becoming more involved in raising their children.
However, public reali
Relieving Work – Relief Teaching
Working as a Reliever in ECE.
Most permanent early childhood teachers will have experienced relievers within their services, either from an agency or permanent relievers employed by their service and they may be interested in pursuing relieving themselves. If you are a reliever and for teachers who are considering moving from a permanent role
Service Provider Member Posts
Social and Emotional Competence Policy
Promoting Social and Emotional Competence Policy and Procedures.
Rationale:
This policy and accompanying procedures will help us to ensure our curriculum and teaching practice supports the development of children’s social competence and understanding of appropriate behaviour in our service.
Regulations and key references:
T
Privacy Policy: Compliant, Caring Protection for All
A strong, up‑to‑date Privacy Policy is essential for every early childhood service because it protects the personal information of children, families, and staff while ensuring full compliance with the Privacy Act 2020.
With new sector‑specific guidance now in place, services must be confident that their policies reflect current legal expectations and best practice.
Our comprehensive policy template and procedures give services a clear, reliable framework to stay compliant, safeguard trust, and respond effectively to any privacy concerns.
Staffing Rosters: Balancing Safety and Compliance at Opening and Closing
Staffing Rosters at opening and closing can make or break the safety and compliance of an early childhood service. Many leaders are unsure what the law actually requires, especially when only a few children remain at the end of the day. This article cuts through the confusion with clear guidance on ratios, supervision, and who can legally be left to open or close the centre and differences between legal and best practice.
Sun Protection Measures and Responsibilities
Management of Sun Protection.
Responsibilities to Staff and Staff Responsibilities to Themselves.
Staff must practise recommended sun protection behaviours for their health and wellbeing too. Tell staff that they are never too old, and it’s never too late, to begin to protect themselves from the harmful effects of the sun.
Requirem
Research Library – Today’s Featured Articles
Supporting Participation of Indigenous Families in Early Childhood Education
Supporting Participation of Indigenous Families in Early Childhood Education.
Elizabeth Corridore. Australia.
Full Reference: Corridore, E. (2014). Supporting participation of indigenous families in early childhood education. NZ Research in Early Childhood Education Journal. Special Issue: Early Childhood Policy,17, 147-160.
“It is a Risk, But it is a Risk Worth Taking”: Early Childhood Teachers’ Reflections on Review of Practice Using an Approach of Practical Philosophy
“It is a risk, but it is a risk worth taking”: Early childhood teachers’ reflections on review of practice using an approach of practical philosophy.
Anne Grey. AUT University, NZ.
Full reference: Grey, A. (2015). “It is a risk, but it is a risk worth taking”: Early childhood teachers’ reflections on review of practice usin
Constructing Teacher Identities across Different Learning Paradigms
Abstract:
This article discusses one key finding from a qualitative study that investigated the experiences of overseas-born, ethnic minority early childhood pre-service teachers in New Zealand. Data were collected through interviews with recently graduated Bachelor of Teaching (Early Childhood Education) teachers and early childhood lecturers
Advanced Empathy in the Early Years – A Risky Strength?
Research showing an emotional cost to practitioners who work in early childcare and education and difficulties of finding a work-life balance. Read the full paper below. Or to order a pdf copy of the article go to the main NZIRECE Journal page.
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