Losing my Hearing – Signs of Hearing Loss for Early Childhood Teachers and What You Can Do.
Children are by nature noisy, and working in an early childhood setting can therefore be a noisy working environment -and especially during bad weather when children are stuck indoors all day. Children screaming can damage adult ears.
Employers do h
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FULL REFERENCE: Cliffe, J. (2023). Revisiting rhizomatic connections and relationships in young children’s thinking and meaning-making. NZ International Research in Early Childhood Education Journal, 25, pp. 57 – 70.
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ABSTRACT: The purpose of this article is to (re)explore possibilities within children’s thinking, connecting and meaning-making. Connections and relationships play a significant role in how children develop their thinking and draw sense and meaning from the world around them. Yet, too often they are overlooked in favour of more traditional approaches to knowledge production and pre-determined curricula priorities. These more traditional and predetermined approaches, not only risk marginalising children’s learning but may lead to early childhood practitioners (ECPs) missing or (mis)construing the potential and possibilities within encounters. This article critically (re)examines a vignette of practice in a pre-school setting in the South West of England, between a group of 4-year-old children, an early years researcher, an ECP and a bean. Through a Deleuzoguattarian (1987) lens concepts of rhizomes, assemblage and nomad, will be employed to problematise the vignette and reflect on/with multiple lines of flight, to accommodate alternative understandings of the encounter. Drawing on current social and relational pedagogic literature, the paper will consider the importance of connections and relationships in children’s meaning-making processes. A deeper exploration of the complex nature of children’s thinking, will support ECPs in understanding how children understand and make sense of their world.
KEY WORDS: Relationships and connections, rhizomatic thinking, early childhood education, Deleuze, Guattari.
INTRODUCTION…MAPPING A CONTEXT…
This article seeks to (re)examine an episode of practice to (re)consider alternative interpretations that may open-up the potential and possibilities within children’s thinking, connecting and meaning-making. The vignette in this article, was collated from an observation and field notes drawn from previous research (Cliffe, 2017). Within the original project, data was collected via observations, field notes, practitioner interviews, children’s drawings and craft work. Children’s thoughts and views were gathered through shoulder-to-shoulder interviews. Drawing on a Deleuzoguattarian (1987) rhizomatic lens, the original data was iteratively analysed to uncover many possible pathways to sense and meaning in children’s thinking and connecting. The initial research was presented as fulfilment for an MA dissertation (Cliffe, 2017) and further interpretations were published in subsequent work (Cliffe & Solvason, 2019).
A clear and well‑structured Fees Policy helps early childhood services maintain fairness, transparency, and financial stability.
It supports families to understand how fees are set and applied, reducing confusion and strengthening trust.
By using the accompanying guidance and the template, your service can easily create a policy that is consistent, compliant, and tailored to the needs of your service and families in your community.
Education Ministry Meeting on Pay Parity. July 29, 2020. Stuff published an article regarding our First meeting in May 2020. At the first meeting we presented a
Clear advice on what to wear, what’s appropriate, and how to navigate expectations around uniforms, tattoos, jewellery, shoes and overall professional appearance. It’s a helpful guide for anyone starting a new role or wanting to feel confident, comfortable and respected in their early childhood workplace.
This paper gives a narrative of the emergence of early childhood education in Bangladesh, a country with 156.6 million people. Reference is made to the NZ Te Whāriki and Australia’s Early Years Learning Framework for Australia.
FULL REFERENCE: Parveen, R. & Bone, J. (2017). Developing curriculum for the early years: A perspective from Bangladesh. NZ International Research in Early Childhood Education Journal, 20(1), 34-45.
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 Bangladesh significant progress has happened in the field of early year’s education through both government and private initiatives. Pre-school education occurs through informal classes in government primary schools, in English-medium kindergartens and in Non-Government Organisations (NGO). Bangladesh has developed its first pre-primary curriculum and the government of Bangladesh approved the curriculum document named ‘Pre-primary Curriculum’ in 2011. This article will present an overview of the early childhood curriculum developed in Bangladesh and discuss the influences at work during the curriculum development process from the perspective of one of the first authors – a Bangladeshi woman studying for a higher degree in Australia. The early childhood curriculum had to be acceptable for a large and diverse population. The narrative of the emergence of early childhood education in Bangladesh, a country with a population of 156.6 million, is presented, and reference is made to the New Zealand curriculum, Te Whāriki, and the Early Years Learning Framework for Australia, Being Belonging and Becoming. Finally the article presents insights about curriculum development in the Bangladeshi context.
Key words: Curriculum; pre-primary education; early childhood; diversity.
INTRODUCTION
Bangladesh developed its first pre-primary curriculum in 2011 and the government of Bangladesh approved the curriculum document named the ‘Pre-primary Curriculum’ (National Curriculum and Textbook Board [NCTB], 2011). This article will firstly present an overview of the field of early childhood education developed in Bangladesh and the second section will discuss the influences at work during the curriculum development process for pre-primary education in Bangladesh. The article has a focus on education provision for children aged five years and under. In Bangladesh this is called pre-primary education. Significant progress has occurred in the last few years regarding early childhood services in Bangladesh. Pre-school education occurred through informal infant classes in government primary schools, in English-medium kindergartens and in Non-Government Organisation (NGO) run non-formal schools. The goal of curriculum development for young children reflects the growing importance of early childhood education in Bangladesh.
ERO report on oral language development raises questions. Opinion Dr Sarah Alexander. August 22, 2024. The latest ERO report “Let’s keep talking: Oral language development
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