Making Volcanoes with Children.
Children find volcanoes intriguing.
Here are some key facts and simple information to share with children about volcanoes and geysers, along with a ‘recipe’ for making your very own fun miniature demonstration volcano. Introducing knowledge and understanding of volcanoes is a common part of teaching and
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ECE Sector Confidence Survey 2019 Report prepared by Dr Sarah Alexander. See also a Stuff article “Teachers just trying to survive“. More than 200,000 babies and
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
March 26, 2023. Dr Sarah Alexander OPINION: The Ministry of Education appears to have done a better job with communications of the potential impact of
This paper reviews policy approaches to increase the participation of children from low socio-economic families in quality early childhood education. Problems are identified with current policy approaches and an equitable way forward is proposed. Read the full paper below. Or to order a pdf copy of the article go to the main NZIRECE Journal page.
Asking for More Pay.
In this article we discuss:
Getting over your fear to ask for a pay rise. What your employer’s obligations are. Preparing to negotiate and what you can expect.
Getting over fear to ask for a pay rise
If you do not ask you may not get. If you believe you are due a pay rise there is no harm in asking. 
Full reference: Harper-Hooper, W. (2025). Advocating anti-bias practices in early childhood education. NZ International Research in Early Childhood Education Journal, 27, pp. 43-55.
Login to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT:
This article examines the integration of anti-bias education, multicultural pedagogy, and Social Learning Theory within early childhood education, with a focus on fostering inclusive, equitable, and socially just learning environments. Grounded in the view that bias is socially constructed and learned, anti-bias education offers a critical framework for supporting children’s identity development, empathy, and engagement with diversity from the early years. Informed by Bandura’s Social Learning Theory, the paper explores how young children internalise inclusive values through observation, modelling, and guided interaction. Play-based learning is identified as a developmentally appropriate and culturally responsive approach for embedding these values within everyday practice. Through intentional role-play, storytelling, and collaborative exploration, children are supported to examine difference, challenge stereotypes, and develop inclusive ways of thinking and relating. The paper outlines practical strategies, including inclusive curriculum design, culturally sustaining resources, family and community engagement, and educator reflection, that contribute to equitable learning experiences. It also presents assessment approaches that capture children’s understanding of diversity and inclusion through observation, artefacts, and caregiver input. In the Aotearoa New Zealand context and globally, where increasing diversity and persistent inequities shape the early childhood education landscape, this article underscores the educator’s role as a reflective, relational, and intentional agent of change. It concludes by advocating for ongoing professional learning and collaboration to advance transformative early childhood education practices rooted in equity, belonging, and social justice.
Key words: Anti-bias education, pedagogy, play-based learning, multicultural education, social learning theory.
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