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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
View the Code of Conduct for ECE Services
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Education Bulletin and Sector Notices
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Teacher Member Posts
Sexual Abuse Disclosure by Children
Supporting Children’s Disclosure of Sexual Abuse. By Eric Hollis.
Many parents either are not aware that their child could be a victim at some time of sexual abuse or feel at a loss to know how to protect their children from possible sexual abuse. However, with as many as 1 in 4 girls and 1 in 8 boys falling prey to predators in New Zealand,
Indoor Plant and Growing Activities
Children Indoor Plant Growing Activities.
Here are 7 ideas for how to do some fun growing activities and keep children busy. Activities include an onion person, a Humpty Dumpty potato or swede, an egg shell garden, wheat people and more.
Young children will be able to do many of these growing activities themselves – they ju
The Kind of Teacher You Are
It all Comes Out in the Wash! Teaching Style and Thinking About The Kind of Teacher You Are. By Joy Lubawy.
Have we moved forward with the times in educating young children?
Do you remember when your Mother used to boil the copper and stir the clothes in the boiling water with a wooden stick? Gosh the clothing must have been ha
Sandpit Play Variations and Learning Extension
Extending play in the sandpit and ways of turning the sandpit into an amazing social hub for learning.
Below are practical tips and guidance for teachers and parents on
variations to basic sandpit play equipment and changes you can introduce daily or weekly to maintain and invigorate children’s interest and participation,ways to get ch
Service Provider Member Posts
No-Cost Advertising and Service Promotion
Marketing and Promotion.
Competition from other service providers in your area should not result in your service closing its doors. If you provide a quality service, do your home-work and develop a plan to keep children and attract new families.
The standard marketing and advertising advice is:
1. Develop a plan.
2. Consider c
Staff Discipline and Competence Policy
DISCIPLINE AND COMPETENCE POLICY.
A template to use for your discipline and competence policy.
Date Effective: __/__/20__
Review Date: __/__/202_
Rationale
<Service Name> is committed to providing children, staff and whānau with an environment which is safe and welcoming and promotes positive outcomes for all childr
Responding to a Child’s Disclosure of Abuse
Getting Help for an Abused Child. By Eric Hollis.
When a child discloses sexual abuse, it will always be distressing. It is natural for adults to feel at a loss to know how best to respond.
The information provided here covers how to listen and respond to a child who tells you, or hints in even a vague way, that she/he or someone they know
Collection of Children Policy
Here is a policy and set of procedures for the Collection of Children that you may use and adapt for your early childhood service. Services are responsible for upholding children’s safety at all times. This includes responsibility for ensuring the safety of children leaving the premises.
Reflective questions
Considering reflective questi
Research Library – Today’s Featured Articles
Call for Papers for the 2026 New Zealand International Research in Early Childhood Education Journal Special Issue
Theme: “Quality Begins with Teachers: Workforce Challenges in Early Childhood Education”
High-quality early childhood education begins with a skilled, supported, and sustainable workforce. This special issue calls for paper that explore the central paradox of our sector – the significant responsibility placed on teachers despite the systemic challenges that threaten their professional sustainability.
In this 2026 issue of the NZIRECE Journal, we aim to examine the complex realities educators navigate and the resilient practices they use to maintain high standards of care and education. We invite submissions from both New Zealand and international scholars that address the essential links between workforce wellbeing and pedagogical excellence. Papers from different perspectives are welcomed
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.
Children as Photographers: Joyful Exploration
NZ Research on what happened when children in early childhood centres were supported to document their own views using a camera.
FULL REFERENCE: Lee, C. & McConnell, C. (2017). Children as photographers: Joyful exploration. NZ International Research in Early Childhood Education Journal, 20(1), 69 -80.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT: This paper describes what happened when children in an early childhood centre in New Zealand were facilitated to document their own views while having unrestricted access to a camera. The investigation asked how would children’s unrestricted access to the camera enable them to document their interests, and how would this enable the children to assess their learning when they revisited and reflected on the photographs they chose to take? The results suggest engagement and joyful exploration when children have freedom to use the camera at their discretion. When teachers seek children’s views, children are not only willing to share their views but through sharing and reflecting, the learning becomes enhanced for both teachers and children. Children become more curious, engaged and competent.
KEY WORDS: Children’s views; assessment; learning; photography.
INTRODUCTION
The research reported here came from an intervention action project undertaken by a third year student teacher, Courtney, while on field-based practicum at an early childhood centre in regional New Zealand. It was inspired when a child at this centre asked Courtney to photograph a learning experience for his profile book. This event piqued Courtney’s interest in how children may prefer to select and document what is important to them and her curiosity about what they would select if given this opportunity. Courtney had noted that the children often asked to use the camera but that it was considered a ‘teachers’ camera’ and there seemed a reluctance to give it to children to use in case it broke. The intervention therefore focused on providing children unrestricted access to the camera.
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
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