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FULL REFERENCE: Robinson-Kennedy, M. (2019). Screens or no screens: Understanding young children’s use of digital technologies. NZ International Research in Early Childhood Education Journal. Special issue presenting early childhood position papers, 22(2), pp. 18 – 25.
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ABSTRACT: Children are accessing digital-technologies at younger ages and at an increasing rate, especially in the home environment. There is growing evidence that the type of digital-technology, the time spent accessing it, and the resulting displacement of other activities, are both the most significant factors to consider and the most frequently overlooked. As a result, young children’s development and wellbeing may be negatively impacted, and learning opportunities missed. Parents and Early Childhood Education and Care (ECEC) educators have different approaches to children’s use of technologies. Parents have reported using screen-time to occupy children and/or manage behaviour. There is also a belief that many digital games and programs are educational. ECEC educators have demonstrated a dearth of knowledge and confidence in implementing technology into the curriculum, and therefore often do not use digital-play in their pedagogy. This paper proposes that in order to harness the potential of digital-technology as a tool for inquiry, creativity, imagination, and play, we must look beyond screen-based devices to technologies that promote children as producers, not consumers, of digital content.
Key words: Digital technology, screen-based learning, digital play, ICT.
Introduction
Digital technology usage, by children birth to five years old, is one of the most topical and polarising debates in the Early Childhood Education and Care (ECEC) sector (Early Childhood Australia [ECA], 2018; Stephen & Plowman, 2014). Growing numbers of children under five are now using digital devices at home, however researchers, educators, and parents are not aligned in their beliefs or approaches to technology (Dunn, Gray, Moffett, & Mitchell, 2018; Ihmeideh & Alkhawaldeh, 2017), which may pose a significant problem for its effective implementation into the curriculum (Palaiologou, 2016b; Thorpe, et al., 2015). This is despite information and communication technologies (ICT) being identified as an important Learning Outcome of the Australian Early Years Learning Framework (Department of Education, Employment and Workplace Relations [DEEWR], 2009).
FULL REFERENCE: Tiko, L. and Mosen. J. (2026). Advancing climate-smart pedagogies in Fiji’s early childhood education and development. NZ International Research in Early Childhood Education Journal, 28(1), 6-19.
ABSTRACT: This commentary explores the imperative of embedding climate-smart education within Fiji’s Early Childhood Education and Development (ECED) sector, in response to the nation’s increasing vulnerability to climate change. It critically examines current ECED policies and practices, highlighting gaps in climate responsiveness and the need for locally grounded solutions. Drawing on Indigenous Fijian knowledge systems, including vanua-centered pedagogies (context-centered) and the Framework of Gifting Knowledge, the commentary advocates for a culturally relevant and climate-conscious approach to early education. It argues that empowering Fijian educators and communities to lead climate-smart ECED initiatives is essential for fostering resilience among young children. The commentary also critiques the reliance on external agencies and calls for a shift towards Fijian/Pacific-led strategies that align with Fiji’s national development goals and cultural values. By centering Indigenous epistemologies and climate justice, this paper contributes to the discourse on sustainable and equitable early childhood education in small island developing states.
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Key words: Climate-smart education, Indigenous epistemologies, Pacific-led resilience, climate change, child health, place-based education, nature-based, teacher education.
INTRODUCTION: Fiji, like many Pacific Island nations, faces significant climate vulnerabilities, including rising sea levels, severe weather events, and ecosystem changes that directly affect communities and children (Janif et al., 2016; IPCC, 2021). In this context, Early Childhood Education and Development (ECED) plays a vital role in building climate resilience and adaptive capacity. However, Fiji’s ECED policies and practices have yet to fully adopt climate-smart education frameworks that are both culturally grounded and locally driven (UNESCO, n.d.; Hemstock et al., 2020).
This commentary advocates reimagining ECED in Fiji by integrating climate-conscious pedagogy informed by Indigenous knowledge systems, such as vanua-centered learning and traditional ecological knowledge (Ali et al., 2025; Vunibola et al., 2024). It criticises reliance on external models and promotes a shift toward Pacific-led approaches that support Fiji’s development objectives, including the Climate Change Act 2021 and the Framework for Resilient Development in the Pacific. By emphasising Indigenous epistemologies and community engagement, climate-smart ECED can serve as a transformative tool for fostering sustainable futures in Fiji.
Pay Parity Level Attestation for Permanently-Employed Teachers at Education & Care Centres and Hospital-Based Services DATA RELEASE. July 2, 2025. Below are the names of
Bridging the Gap: Smart Finance for ECE Operators An advertorial for NZ Childcare Finance. Running an ECE centre or homebased centre is about so much
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