“World Teachers’ Day is a wonderful opportunity to acknowledge the dedication, passion, and fabulous work of teachers. Since 1994, this day has been celebrated annually in October to honour educators at all levels across the globe.
Co-convened by UNESCO, UNICEF, the International Labour Organization, and Education International, World Teachers
Are you teaching and caring for children or studying for an ECE qualification?
If you are, that’s great! Join us now, and become a teacher member.
It is prestigious to belong to the OECE – you can skite about it!
Ask us for an OECE Member Certificate, to include in your professional portfolio as proof you are engaged in reading and professional learning that advances your understanding of the relationship between practice and outcomes for children.
No need to pay a subscription fee for access to NZ’s specialist ECE Newsroom – your member login will let you view everything in the ECE Newsroom.
No need to pay to access the best NZ and international research – your member login gives you free access to the Research Library and support.
Teaching resources and advice on probably everything you can think of, including what to wear as a teacher, how to ask for a pay raise, identifying child behaviour causes and responding to needs, new play activity ideas, etc., etc. all of this is at your finger-tips 24/7 whenever you need help or advice – login to view.
Did you know that the OECE meets personally and regularly with the Ministry of Education national team, and the regulations committee and other forums?
Political leaders and journalists are able to use the OECE to gain deeper knowledge on a topic or issue, and we provide a sounding board for ideas and feedback.
The OECE promotes safe working environments for teachers. We also promote the absolute need for full pay parity with school teachers for all certificated teaching staff working in teacher-led centres and in home-based, and whether permanently or casually employed.
We are committed to keeping membership prices affordable and providing value for money.
Teacher membership is just $89 for a full year, or save by joining for 2 years.
Has this been useful? Give us your feedback.
You are welcome to add a link to this page on your website. Copyright belongs to the OECE so please do not copy any content without our written permission.
Information provided is of a general nature. It is provided ‘as is’, and we accept no liability for its accuracy or completeness. See our Terms and Conditions.
Research on preschool teachers’ and parents’ views on how to best prepare children for school.
FULL REFERENCE: Costales, G.S. and Anderson, R. (2018). Preschool teachers’ and parents’ perspectives on primary school preparation in Singapore. NZ International Research in Early Childhood Education Journal, 21(1), 88 – 99.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT: The study undertaken in Singapore sought to understand preschool teachers’ and parents’ views on school readiness with regard to primary 1 preparation to provide a common understanding on how to best prepare children for primary school. Nine preschool teachers and nineteen preschool parents completed a questionnaire and, of this group, four parents and four preschool teachers were also interviewed to gain a deeper understanding of their perspectives. The study revealed that domains of Social and Emotional Development and Aesthetics and Creative Expression were rated by the participants as the most and least important aspects of development respectively in preparing children for primary school. It is recommended that children’s transition to school reflects current research that supports the continuity between preschool and primary school with all stakeholders, parents, teachers and the community, involved.
Key words: Transition to school, primary school preparation, school readiness, school readiness perspectives.
INTRODUCTION
Providing children with a positive transition experience from preschool to primary school confers short-term and long-term advantages (Petrescu, 2012; Serry, Imms, Froude, Joffe, Heine, & Merrigan, 2014; Yeboah, 2002) and significantly affects their academic and social performance (Chan, 2010; Dockett & Perry, 2009; Yeboah, 2002; Yeo & Clarke, 2006). School transition has been the focus of numerous research studies and educational policies worldwide (Vrinioti, Einarsdottir & Brostrom, 2010); however, limited research had been conducted on this issue in Singapore.
Nonetheless, emphasis on school transitions is intensely magnified in Singapore, where academic meritocracy is revered as the basis of the country’s growth and development, rewarding the best students on the basis of their ability, performance and achievement (Yeo & Clarke, 2005). The concern is that parents and educators often seem to have differing beliefs on how best to prepare children for their transition to formal schooling (Ang, 2012; Graue, 2006). While preschool teachers urge a holistic approach to preparing children, parents often prefer an academic curriculum in preparing for primary 1 (Ang, 2012). Inasmuch as the community’s belief system inherently determines who is ready for school and how children become ready (Graue, 2006), it is imperative for parents and teachers to concur on a definition of readiness that is most appropriate for their social-cultural context to furnish better support for children’s transition to formal schooling (Noel, 2010). Therefore, based on its findings, this study offers a common understanding from one community of parents and teachers in Serangoon, Singapore, on how preschool children might best be prepared for primary school by identifying parents’ and teachers’ perspectives on readiness and what they deem as important for primary school preparation.
Flooding – what to do and what not to do when there is flooding or a threat of flooding.
Be prepared for floods to occur wherever you are located, but particularly if located in a low-lying area, near the coast, rivers and water, or downstream from a dam.
If sustained and hard rain follows a period of drought, flooding can occur as the grou
In his self-published book, David Smith reflects on over 30 years of working in early childhood education, mainly in teaching roles at a variety of different service types.
Immigrant Children in ECE. By Angel Chan.
As New Zealand has opened its doors more to immigrants from all over the world, early childhood services are experiencing significant growth in the enrolment of immigrant children.
Many immigrant children and parents have learning and parenting styles different from ‘New Zealanders’, posing ch
Accounting and Financial Terms Explained for ECE Service Providers.
Accounts Receivable or Accounts Payable: See “Ledger” below.
Accounting Reports: See definitions below for each of:
Balance Sheet – same as Statement of Financial Position
Cash flow report
Flow of Funds
Income and Expenditure Repo
A free kindergarten association plans to make all of its kindergartens open year-round from the beginning of 2026, the Office of Early Childhood Education understands.
Multiple sources have told the OECE that the association’s management team has informed teachers employed by the kindergarten association, one of the largest ECE service providers in New Zealand, of the proposal, but parents and families have not yet been told.
The move to year-round care and education may prove popular with parents in paid employment.
No public announcements have been made yet, so the OECE has chosen not to name the kindergarten association at this stage.
Help spread this vital ECE information, join our free social and email groups and become a member of OECE.
Sign up to our free newsletters.
