Applying for an Early Childhood Job.
Having a great application is important for getting the job you want.
Your initial application may be the only chance you get to impress your potential employer, especially if they do not interview every single person who applies. This means you cannot leave things out of your application assuming you w
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.
Group size refers to the number of children who interact together with the same teachers in a defined space, and research shows that small groups are essential for responsive relationships, healthy development, and high‑quality ECE. NZ’s regulations allow the total licence size to act as the group size, a practice that conflicts with international evidence and undermines efforts to ensure quality ECE.
FULL REFERENCE: Richards, H. (2021). Influences on SENCo practice in early care and education settings in England. NZ – International Research in Early Childhood Education Journal, 23(1), 24 – 38.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT: Special Educational Needs Co-ordinators (SENCos) play a key role in the identification of additional learning needs. Improved progress and potential for children with these needs is linked to early recognition and support. In England, early care and education (ECE) provision exists in a context of conflicting priorities, including differences in setting, culture, resources, experience, knowledge, skill and agreements with outside agencies. This presents challenges for SENCos who must navigate and secure support within this context.
This article presents findings obtained from qualitative data collected from participants working in ECE settings to investigate their experience of implementing Education and Health Care Plans. Data were analysed using a bio-ecological framework to reveal key influences perceived to make a positive difference in practice. These influences were routine collection of evidence; robustly held knowledge of developmental norms; introducing the possibility of Special Educational Needs and Disability (SEND); resources; and contact with children and families.
Key words: SENCo, bio-ecological framework, developmental norms, additional learning needs, early intervention.
Fewer than half of ECE centres that are eligible for the Government’s free lunch programme have been getting the kai in the early months of the programme, official reports indicate.
Playing with playdough is an everyday occurrence at many ECE services, but the humble activity is subject to frequent debate with suggestions that playdough and other food based play ideas are culturally insensitive.
The debate is not new – it is revived every few years and has been around for at least the past 30 years.
One debate was
FULL REFERENCE: Glasgow, A. (2021). The wellbeing of pacific children and families: foregrounding culture, language, and identity formation in early childhood education. NZ International Research in Early Childhood Education Journal, 23(2), 20 – 35.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT: Optimum health and wellbeing are essential to children’s lives. In Aotearoa (New Zealand), increasing attention is paid to strategies which strengthen practice within early childhood education. Furthermore, Aotearoa is increasingly culturally, and socially diverse, and the Pacific community contributes to the rich cultural composition of Aotearoa New Zealand society. Closer inspection is needed to enable Pacific children to flourish within an education system that is primarily bound by Western theory and pedagogy. This article reports on research on Pacific cultural practices and values supporting Pacific identity and wellbeing. It examines documentation promoting greater understandings of health and wellbeing for Pacific children. Findings show pedagogical practices, processes and structures can enable or impede health and wellbeing for Pacific children and families in Early Childhood Education. Further it contends that addressing inequality in education, designed to enhance health and wellbeing, must be bounded, and foregrounded by aspirations and cultural values of the Pacific community.
Key words: Pacific children, cultural inequality, health, wellbeing, Pacific identity.
This is a report of findings related to workplace safety from the 2014 ECE Quality for Children and Workplace Survey. A full description of the
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.
