Early Childhood Teacher Non-Contact Time.
At centres and home-based services, teachers or educators have a wide range of responsibilities in their roles and finding time to do everything can especially be a challenge depending on things like the number of other teachers, how many hours your service operates and the demands/ needs of caring of
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Children Indoor Plant Growing Activities.
Here are 7 ideas for how to do some fun growing activities and keep children busy. Activities include an onion person, a Humpty Dumpty potato or swede, an egg shell garden, wheat people and more.
Young children will be able to do many of these growing activities themselves – they ju
Internal Evaluation and the Education Review Office.
Ongoing reflection and review of practice has always been a priority for ECE teachers to ensure that they are the best teachers they can be and are providing best outcomes for children.
From their initial teacher registration, teachers are taught to reflect on their practice and this is
The Ministry’s review of its early childhood advisory committee exposes deeper failures in sector oversight and explains why it struggles to obtain balanced, credible advice. Its continued operation raises serious concerns about integrity and effectiveness across Aotearoa’s early childhood education system, demanding closer scrutiny.
Full reference: Maxwell, A., Hohaia-Rollinson, F, and Woolston, D. (2025). Moving beyond the environment towards a multi-pillared approach: Early childhood teachers understanding and practices of education for sustainability in Aotearoa New Zealand. NZ International Research in Early Childhood Education Journal, 27, pp. 69-82.
Login to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT: The future health, wellbeing and sustainability of our planet and those living upon it is in urgent need of transformational change. Early childhood education (ECE) settings in Aotearoa New Zealand are an important part of the national education infrastructure that can be transformational in bringing about this change. The early childhood curriculum Te Whāriki (Ministry of Education [MoE], 2017), provides an important bicultural and sociocultural framework that can support ECE settings increase the national consciousness when education for sustainability (EfS) knowledge, understanding and pedagogies are embedded in everyday practice and apply a place-based education approach. This article shares findings from a research project that investigated ECE teachers’ current understandings and practices of EfS in Aotearoa New Zealand and the influence of local community and context on EfS practices. The results discussed in this article contributes to the EfS discourse and critical global conversations in relation to EfS to facilitate with more urgency transformational change.
Key words: Education for sustainability (EfS), localised curriculum, environmental education (EE), kaitiakitanga/guardianship, pillars of sustainability, place-based education.
Who are the Men in ECE Teaching? In this paper the following data and analysis is presented on who are the men in ECE teaching: An
Here are the findings on the quality of ECE for children from the perspective of teachers from the 2020 ECE Quality, Safety, and Workforce Survey.
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