Supporting Children’s Disclosure of Sexual Abuse. By Eric Hollis.
Many parents either are not aware that their child could be a victim at some time of sexual abuse or feel at a loss to know how to protect their children from possible sexual abuse. However, with as many as 1 in 4 girls and 1 in 8 boys falling prey to predators in New Zealand,
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.
This issue brings together research on food‑safety practices, visual arts pedagogy, disability inclusion, Indigenous perspectives, autism support, place‑based learning, and educator wellbeing. Across these diverse studies, authors offer fresh insights that deepen our understanding of early childhood education and the conditions that shape equitable, meaningful learning for all children.
NZIRECE reviewers and editorial teams. We wish to acknowledge the reviewers of articles for each journal editorial and thank them for their expertise and time.
Substantial decline in the number of ECEs downgraded or closed for non-compliance with regulations, why?
The political environment likely impacted on the Ministry of Education and its enforcement of regulations and rules in 2024. We discovered a 53% reduction in provisional licences issued to ECE services in the second half of 2024 even though t
Early Childhood Service Financial Sustainability.
Unless as much or more money is coming in than is going out, your service could come to be at risk. Here are some strategies for financial sustainability and increasing your revenue stream when necessary. What strategies you agree with and disagree with will depend on your values and the reasons
Research on the literacy and numeracy skills of New Zealand children when they start school.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
FULL REFERENCE: Boereboom, J. & Cramman, H. (2018). Primary school entry assessment in New Zealand. NZ International Research in Early Childhood Education Journal, 21(1), 47 – 61.
ABSTRACT: There is a wide range of assessment tools used by schools to assess children at school entry in New Zealand. The lack of consistency of uptake and reporting of results leads to sporadic national data. This highlights a need for a national standardised assessment which can be used as a reliable baseline of what New Zealand children know when they start school and how they progress in their first year. The Performance Indicators in Primary Schools (PIPS) assessment is a valid, reliable and internationally respected school entry assessment. The Centre for Evaluation and Monitoring at the University of Canterbury used PIPS to collect data on 3916 students’ early literacy and numeracy skills when they started school and followed up on their progress 12 months later. This provides a useful baseline of the literacy and numeracy skills New Zealand children have when they start school. The data is useful for the early identification of special learning needs and can be used to gauge the effectiveness of year 1 programmes.
Key words: School entry, assessment, PIPS, baseline data, literacy, numeracy.
INTRODUCATION
In New Zealand children can start school on their fifth birthday and do not have to wait till the start of the next school year. Schooling is compulsory from age six but children can start primary school anytime between the ages of five and six years. A law change will allow schools from this year to individually decide to implement cohort entry of children at the start of term closest to their 5th birthday, which for some children may mean starting school before they are five.
Children start school at different times during the year at different stages of development and school readiness. They have different learning needs and progress at different rates. This provides a challenge for the Year 1 teacher. Assessment on school entry can provide informative data on the learning needs of children when they start school. The entrance assessment data provides information on the strengths and developmental needs of each child starting school and provides a baseline for individualised educational planning. This can inform the provision of targeted support for children who need specific kinds of learning experiences, children who without support might be more vulnerable to the demands of formal schooling, or children who have particular experiences prior to school entry.
Should Boys Have a Male Teacher?
I don’t believe we as women understand how boys really tick. If boys had a male teacher would this help their achievement and reduce problem behaviours?Female kindergarten head teacher.
Dr Alexander replies
Female teachers can support boys as well as male teachers at early childhood level.
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.
