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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
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- 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
Child E-Portfolios
E-Portfolios in Early Childhood Education. By Julia Button.
This article describes and discusses the use and place of e-portfolios in early childhood education. Considerations for using e-portfolios and limitations are outlined. A special section looks at the involvement and contribution of families and others to children’s e-portfolio
Insights from the Playgroup Movement: Equality and Autonomy in a Voluntary Organisation
Insights from the Playgroup Movement: Equality and Autonomy in a Voluntary Organisation by Ann Henderson (Editor).
The past histories of early childhood services are often written up in a way that make for good bed time reading if you want to go to sleep quickly.
This book on the British playgroup movement is something different and t
Beyond Quality in Early Childhood Education & Care Postmodern Perspectives
Beyond Quality in Early Childhood Education & Care Postmodern Perspectives by Gunilla Dahlberg, Peter Moss & Alan Pence. This review was first published in the NZJES journal, 34(2), 1999, pp. 368 – 369. Reviewed by Dr Sarah Alexander.
Beyond Quality challenges the discourse of early childhood education and over two decade
Say Sorry – Asking a Child to Apologise
Ask a Child to Say Sorry. By Warwick Marshall
Some early childhood service teachers do not want to ask a child to say sorry. They avoid this.
But why?
And what if anything is wrong with supporting children to say ‘sorry’?
Here is some reasoning on the matter.
No doubt there’s some kind of reasoning for it but this articl
Service Provider Member Posts
Curriculum Policy
Use and adapt the following curriculum policy to suit your service and meet regulatory requirements.
Your curriculum policy must be consistent with the curriculum framework and be informed by assessment, planning, and evaluation (documented and undocumented) that demonstrates an understanding of children’s learning, their interests, whānau, and life contexts.
As well as providing a curriculum policy template for you, we’ve included the questions the Ministry of Education commonly asks and focuses on when it is checking an ECE service’s curriculum policy and implementation.
RATIONALE:
To ensure the process of planning, evaluating and delivering a localised curriculum is consistent with
Building the Real Quality of Your ECE Service
Beyond Regulatory Standards and Expectations to Building Quality.
There seems to be so much to do in trying to provide a quality service, does there not?
Is all your work worth it or could a change in focus and method achieve better results?
To help you to think critically on this consider the following:
Who defines what quality is? A
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
Charging Fees When Closed for a Public Holiday
Charging Fees When Closed.
We asked ECE Service providers about their practices of charging fees when closed. A selection of comments is provided below. Add your comment on this topic and reply to any of the comments posted here.
See also public information on parent reactions to services continuing to charge fees when closed on statuto
Research Library – Today’s Featured Articles
Peer Review Policy Statement for the NZIRECE Journal
Peer Review Policy Statement of Purpose Peer review is used to assess the quality and accuracy of manuscripts prior to publication. It is also used
Airplane Grows in the Tummy of Clouds: Living Through Relations in the Early Years of Life
Using a child’s expression that illustrates his mental image of constituted relations of living things, the author conceptualizes relationality, an interrelated view of being, and its importance for early childhood education. The difference between relation and interaction, and the significance of inter-human relationship are discussed as signifi
Being Agreeable? A Critical Examination of Communication Among IP Groups in Early Intervention
In New Zealand each child with an inclusive early intervention programme is supported by a group of adults: the child’s parent(s), teachers, early intervention specialists, and education support worker (teacher-aide). The group’s joint task is to prepare an individual plan (IP) for the child to follow in their regular early childhood education
Revisiting Rhizomatic Connections and Relationships in Young Children’s Thinking and Meaning-Making
Original theory and research on children in early years education exploring the complex nature of children’s thinking, connections and relationships. 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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