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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
Using Sign Language in Our Early Childhood Teaching
NZ Sign Language in Early Childhood Education and in our Teaching.
By Rachel Pratt.
NZ Sign Language (NZSL) is one of the three official languages of NZ and all ECE services and teachers need a basic understanding of it. Hearing children can become more understanding of differences and Deaf children can experience an environment where they feel welcome and supported.
Why should I teach it when there are no children with hearing impairments?
Deaf children who require visual communication represent about 0.1 percent of the population of children who are involved in early childhood education. For this reason, early childhood teachers and educators may not encounter many Deaf children and question the importance of using NZSL in their service.
Co-construction, Problem-Solving, Scaffolding and Hypothesising
The early childhood years are a busy, exciting time. New discoveries, skills and competencies are a regular part of life for a young child. Early childhood teachers have the opportunity to optimise these amazing and important years. In this article, I will discuss teaching strategies, such as co-construction, that can turn children’s possibilities into realities.
The practices that will be discussed involve expanding thinking, problem-solving and developing hypotheses. These teaching strategies can build on children’s learning dispositions and their strengths and interests to put the ‘wow factor’ into learning.
The ‘wow factor’
It is probably safe to say that most of us who choose to become teachers do so because we enjoy knowing that our work can make a meaningful contribution to children’s lives.
Most teachers I talk to are passionate about teaching and seeing young children learn.
Supervision While Eating – What the Requirements Mean and the Indicators to Help You Meet Them Confidently
The “supervision while eating” criterion is often misunderstood, especially the fact that it covers not only high‑risk choking foods but also allergic reactions, which can create real confusion about what supervision in practice looks like. This article explains the core requirements and provides practical indicators so you can keep children safe, protect yourself from allegations of harm, and ensure your service remains fully compliant.
Learning from Disabled Children – How Early Childhood Professionals Can Help
Learning from Disabled Children. By Tim Kahn
This article on Learning from Disabled Children is written from a UK perspective. Some terminology may not be commonplace in New Zealand but should still be apparent from the context.
Disabled, but not really so different
When our daughter, Sarah, was very young, we used to visit our friend Mi
Service Provider Member Posts
Charging Parents for Late Pick-ups and Early Drop-offs
Late Fee.
Should you charge a late fee for late collection of children? Or charge the parents of children who arrive early?
Some early childhood services ‘fine’ parents to try to deter them from leaving their child outside of hours that are booked. Other services charge late and early drop-off fees to generate extra reven
Child Protection Policy: Strategic, Powerful and Clear Framework for ECE Providers
Updated April 2026 with the latest regulatory requirements.
A strong child protection policy isn’t just about meeting licensing standards – it’s a core safeguard for children, your team, and the trust families place in your service.
With new 2026 updates now in force, it’s essential your policy reflects current expectations and best practice.
Log in with your member details to read the full guidance. If your service’s membership has lapsed or you’d like to join, get in touch and we’ll help you get set up quickly.
On this page, we break down the latest regulatory changes, provide the most effective template to use, and share practical insights to help your service demonstrate a genuine, proactive commitment to child protection.
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The Difference Between a Salary and a Wage – and Work Hour Maximums
Salary and Wage Differences.
An employment contract must state the type of pay an employee will be paid.
Wage refers to the amount of money that is paid to an employee, by the hour, and it may vary from one pay period to the next depending on the number of hours the worker is employed.
Salary refers to a fixed amount of pay regardl
Sun Protection Policy
Early childhood service sun protection policy and guidance.
A few years ago I was a head teacher in a kindergarten. We prided ourselves on not allowing children outside without hats and sun screen. We deliberately created areas in the grounds that were shaded. One very hot February day we had a sprinkler out and the children had a wonderful
Research Library – Today’s Featured Articles
Inclusion and equity for teachers with disabilities
FULL REFERENCE: Purdue, K., Griffiths, V., Hall, E., Hartley, D., Hohaia-Rollinson, F., Malcolm, J., Solomon, J., Tate, A. & Williamson-Garner, D. (2024). Barriers to and facilitators of inclusion and equity for teachers with disabilities in early childhood education: Advancing the conversation in Aotearoa New Zealand. NZ International Research in Early Childhood Education Journal, 26, pp. 30 – 44.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT: In April 2023, we initiated a kōrero/conversation about the rights of kaiako/teachers with disabilities in early childhood education (ECE) in Aotearoa New Zealand. We noted that national research regarding the training and workforce experiences of disabled kaiako/teachers in ECE was limited. Accordingly, we wanted to find out more about what constitutes quality learning, teaching, and workplace environments for disabled kaiako/teachers, what their inclusion and exclusion experiences are, and the implications of these experiences for their rights, sense of belonging, and wellbeing.
We invited disabled kaiako/teachers who were either training and/or working in ECE to share their experiences by completing an open-ended questionnaire delivered online via Survey Monkey. The 56 respondents shared their positive and negative experiences with us. In this article, we share insights gained into the barriers to and facilitators of inclusion and equity in initial teacher education (ITE) and ECE for disabled kaiako/teachers. We also offer some recommendations for the ITE and ECE sector about what needs to be done to ensure an equitable and inclusive teaching sector for this group of kaiako/teachers both now and in the future.
KEY WORDS: Disabled teachers, disability, inclusion, equity.
INTRODUCTION
Over the past three years, our research into kaiako/teacher diversity in early childhood education (ECE) in Aotearoa New Zealand has explored the extent to which ECE learning and teaching environments are inclusive, culturally safe, and supportive of all kaiako/teachers (Griffiths et al., 2021, 2022, 2023a). Most recently, we have turned our attention to the rights and wellbeing of disabled kaiako/teachers (Griffiths et al., 2023b). The United Nations’ Convention on the Rights of Persons with Disabilities (UNCRPD) states that “persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others” (United Nations, 2006, p. 4). The New Zealand Disability Strategy 2016–2026 (Office for Disability Issues, 2016) defines disability as “something that happens when people with impairments face barriers in society … it is something that happens when the world we live in has been designed by people who assume that everyone is the same” (p. 12). Kaiako/teachers with disabilities currently working towards an early childhood teaching qualification and/or working within the sector can have a wide range of disabilities, including neurodiversity, learning, mental health, physical, sensory, and health.
Supporting Participation of Indigenous Families in Early Childhood Education
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.
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 examines specific discrepancies between Australian Indigenous communities’ values, beliefs and approaches to education and those of mainstream Australian communities. It includes an analysis of relevant impacts of this mismatch on successful participation by Indigenous children in early childhood education settings. Cultural competency, as described in the Early Years Learning Framework (EYLF) and expanded upon by current thinking and learning, predominates as a professional skill required in educating young Indigenous children and communities. The confronting issue of colonisation has impacted on the participation levels of Indigenous families and is deserving of significant space and time for reflection around Western education institutions and what they represent and value.
KEY WORDS:
Indigenous; Australia; values; indigenous; culture; communities; participation; policy, curriculum, Early Years Learning Framework.
Learning from Sure Start: Working with Young Children & their Families
Clear details on how the British have been trying to get it right for young children by taking an integrated service delivery approach, aiming to base services on what children and parents need rather than on what the experts and bureaucrats think they need.
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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