Celebrating Diwali or Deepavali, the Indian Festival of Lights is a fun way to bring Indian music and culture into your early childhood service and strengthen links with the Indian diaspora (or scattering of people to other countries).
It is very important to be strong in one’s own cultural heritage and to participate in a shared, common c
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The latest on Covid-19 updates. Level 3 in all Auckland 25 August 2020: Level 3 has been extended until midnight Sunday 30 August. Children in
Breastfeeding support in ECE has far‑reaching implications for child health, women’s workforce participation, and equity outcomes. These studies offer evidence‑rich insights and practical guidance that can inform stronger policy, reduce discrimination, and shape more supportive early childhood environments.
Edible gardens in early childhood centres and homes provide a valuable resource for teaching many aspects of the early childhood curriculum while also creating and sustaining a regular growth and supply of fruits and vegetables.
One of the joys of encouraging children into gardening is the pleasure of seeing, tasting and sharing the results of the effort. Dispositions such as perseverance and curiosity are nurtured through the experience of growing and tending to plants.
Gardening provides a real, as opposed to an artificial, context for the learning of natural science, maths, and language.
On this page we present information and guidance on: purposes of an edible garden, what size and structure works well, produce use, and which plants are most suitable to grown in ECE for speed, fun, and for children to eat.
Motivations and reasons for an edible garden include
Assessing Reading Readiness – 7 Signs a Child is Ready to Go from Listening to Reading.
How can you tell if a child is ready to go from listening to stories to reading stories? The best way to know is to look at the behaviours, skills, and interests which indicate that a child is ready for reading. The checklist can be useful also as
Early childhood services must follow a national curriculum called “Te Whāriki”, yet most parents and school teachers don’t know it exists. This article explains what it is, why play is part of learning, and answers the big questions people have when they first hear about it.
Research findings on supporting children entering school with speech and language delay. Concerning is that the skills necessary for teachers to have to support children are lacking within initial teacher training, which does not support children who are most vulnerable before and after entry to school. 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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