Early Childhood Sector Confidence Survey Results 2024
May 25, 2024
The OECE’s annual confidence survey provides a gauge of the state of New Zealand’s early childhood education (ECE) sector and outlook. Each year 1,000 early
The OECE’s annual confidence survey provides a gauge of the state of New Zealand’s early childhood education (ECE) sector and outlook. Each year 1,000 early
The annual confidence survey provides a gauge of the state of New Zealand’s early childhood education sector and outlook. Each year, 1,000 people in the
Each year, the Office of Early Childhood Education (OECE) surveys confidence in the early childhood education (ECE) sector. The results provide a gauge of the
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Early Childhood Education has been something of a hot potato for political parties in recent years with the introduction and subsequent tweaking of the 20
he premise of the initiative is to speak as much te reo as possible.
Depending on your level of fluency this could mean greeting everyone you come into contact with in te reo Māori only, speaking te reo for 2 hours every day or speaking only te reo for the entire month.
The journal is indexed in Scopus and available internationally through Informit, as well as through New Zealand tertiary libraries and many university libraries internationally.
The titles, authors and abstracts for papers published in the NZ International Research in Early Childhood Education Journal, 2026, Volume 28, No. 1 are shown on this page. Click the article link to go to the full published article.
FULL REFERENCE: Füss, M. (2026). The act and art of noticing, wondering, searching for meaning, and remaining open to beauty. NZ International Research in Early Childhood Education Journal, 28(1), 1-5.
ABSTRACT: This commentary explores aesthetic education as a way of being within contemporary early childhood education. Drawing on Maxine Greene’s philosophy of aesthetic education and reflections from Priscilla, an experienced artist-educator, it considers how attentiveness, curiosity, imagination, and creative expression might sustain educators within professional contexts increasingly shaped by standards, accountability, and measurement. Priscilla’s stories illuminate aesthetics not simply as engagement with the Arts, but as an ongoing openness to experience, possibility, relationship, and becoming. The commentary argues that aesthetic education begins with educators themselves: with cultivating the capacity to notice, wonder, search for meaning, and remain open to beauty within everyday life. Rather than calling for dramatic transformation, it invites educators to attend to what may have grown quiet within their own lives and practices.
In doing so, aesthetic education offers a way of reconnecting with the curiosity, expression, and sense of possibility that educators seek to nurture in children.
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KEY WORDS: Arts, aesthetic education, teaching practice, creativity.
INTRODUCTION:
When was the last time you danced? Not for an audience or an event, but simply because the pulsating rhythms welled up within you and compelled you to move. Perhaps it was yesterday. Perhaps you have not truly let loose on a dance floor in years.
Early childhood educators are known for their pedagogical skills in nurturing children’s creativity, imagination, and capacity for expression within their early childhood programmes (Giamminuti, 2013; Karaolis & Little). Through carefully chosen phrases, glances, and expressions, educators can encourage the children in their care to dance as if no one is watching. Yet I wonder, as you read these words, whether you genuinely consider the place of such experiences or expressions in your daily life as professional practice?
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