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July 1, 2017. By Rachel Pratt. Teachers who have previously gained and maintained professional registration in order to practise as a qualified and registered teacher
Kindergarten Democracy Missing. Opinion Editorial. Dr Sarah Alexander. 4 October 2017. The Auckland Kindergarten Association is at the precipice of completely losing its community roots.
Supporting a grieving child can be distressing for a teacher. However it is important that teachers do not try to avoid dealing with a child’s grief, or with their own grief. Teachers can support children’s grief in a sensitive and caring manner.
This article covers:
1. Preparing for grief and loss2. What does grief look
Self-Review and The Quality Journey: Is there a Leader at the Helm? By Anne Grey.
This article explores the role of the leader in early childhood centre self-review.
Two case studies of centres that had successfully completed self-review in the previous twelve-month period were undertaken. The leader of each centre was interviewed, the
FULL REFERENCE: Jenkin, C. (2022). Editorial NZIRECE Special Issue on Parents as Partners in Early Childhood Education and Care. NZ International Research in Early Childhood Education Journal, 24, pp. 1-3.
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EDITORIAL: NZIRECE Special Issue on Parents as Partners in Early Childhood Education and Care
I was delighted to be invited as guest editor of the special edition of The New Zealand International Research in Early Childhood Education Journal on parents as partners in early childhood education, because the importance of partnering with parents has been integral to my life and career.
Throughout my life and career, the importance of partnerships with parents has been evident. My parents both had challenging upbringings with my father in 1920 being abandoned by his mother at five years old, then ending up in an orphanage, and my mother as the daughter of divorced parents in 1927. Nevertheless, they took an active interest in my schooling, hobbies, and the intermittent and short-lasting dabbling into sport.
In my initial career as a primary teacher, in the late 1960s I started out in Kawakawa Primary School, where for the most part parents were evident and involved in the school community. The same was apparent in the small three teacher rural school in Maraetai where I later taught. It was less obvious at Avondale Intermediate in the early 1970s as mothers began to join the paid workforce. I recall going to students’ homes after school with the aim of sharing the children’s end of the year report when whanau were unable to attend the parent interview sessions. My lasting impression was reactions of uncertainty and discomfort and I felt as though I had intruded. In hindsight, I lacked the skill of building relations with cultures other than my own.
I had taken some months of maternity leave before returning to teaching, in 1974. With the rise of long day childcare around the 1970s and 1980s and the push for women to return to work, a sea change occurred throughout the sector. There were growing numbers of full day care and education centres, though ‘back yard’ or unregulated homecare was also available, especially early on. One of the key changes in Aotearoa New Zealand in 1986 was early childhood education and care centres moving from the Department of Social Welfare to the Department of Education. I felt at the time that there was recognition of the importance of education in the early years.
With my first child turning nearly 2 years old in 1976, and pregnant with my second, I discovered Playcentre – a parent cooperative where I also found my ‘educational home’. The free selection of activities and experiences were what I had been searching for (rather unsuccessfully) in my primary teaching. It matched my belief that children would learn better if they had some control in selecting what they wanted to learn.
During the 1990s and increasingly in the early 2000s, the sector was professionalised within nationally determined guidelines. By 1995, all early childhood teachers in kindergarten and childcare settings were only seen as ‘qualified’ by completing a 3-year diploma (with a short time later, a degree). In the meantime, Playcentre fought for government funding alongside kindergarten and long-day childcare and continued to refine the parent education programme. Parents in Playcentre must meet all government requirements in order to receive funding, but they continue to be the educators of their own children. It was those values of parent partnerships that were refined and shaped as I took them into my developing career as a lecturer in initial teacher education.
Currently, appreciation of parent partnerships is woven through the different courses I teach. The value of parent involvement in early childhood education cannot be underestimated. It was recognised in Aotearoa New Zealand in the national early childhood education curriculum Te Whāriki first published in 1996, and Principle 3 Whānau tangata/Family and community is described as “The wider world of family and community is an integral part of the early childhood curriculum” (Ministry of Education, 2017, p. 20).
Not Doing Enough to Promote Sign Language September 4, 2013. A report from the Human Rights Commission says that early childhood education services and schools
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