Sleeping During the Day at ECE.
Nap, sleep and rest times have led to tensions and stand-offs between teachers, parents and children in some centres and home-based services.
Perhaps instead of asking who should decide whether a child has a sleep or nap, when, and for how long, we should work toward solutions that please and best suit everyon
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Self-Review. By Janet Moles.
As I quietly move close to the habitat of an early childhood centre, I observe that the group is in the midst of the strange ritual known as ‘The Staff Meeting’. In this gathering, the leader communicates to the group, the tasks to be achieved, assigns duties and informs them of new requirements, rules and exp
Quality expected to go out the window with ECE funding review June 17, 2025. Press Release: OECE The just-announced review of ECE funding could lead
Endorsing Third Party Schemes and Products.
What happens when parents see flyers / pamphlets and posters displayed in the entrance way of ECE services or when advertising material is sent home in children’s bags?
These might be from the Ministry of Education to promote the choices that it wants parents to make, or a new government scheme
There are many good reasons for having a toilet specifically for adults that is suitable for adults to use. Sometimes staff need to use the toilet within a confined space of time, for example, while on a ten minute break or a parent needs to rush in and use the toilet when dropping off or picking-up their child. There may be lots of toilets but most may be more suitable for children’s use – smaller, lower to the ground and often in stalls of small size, for safety purposes. Small toilets in small spaces cannot accommodate the much larger size of adults.
FULL REFERENCE: Keepa C., and Vaughan, C. (2026). He Aka Matua: Navigating the Shifting Tides of Associate Teacher Mentoring and Leadership in Early Childhood Practicum. NZ-International Research in Early Childhood Education Journal, 28(1), 87-93.
ABSTRACT: This paper examines the critical yet under-researched role of Associate Teachers (ATs) as mentors and leaders in early childhood practicum. It explores how ATs conceptualise their professional identities, particularly through a Kaupapa Māori lens. Reflecting on how anecdotal differences in student experiences prompted the development of the “He Aka Matua” project at Toi Ohomai Institute of Technology, the authors detail a mixed-methods study grounded in relationality and reciprocity. The article argues for recognising ATs as leaders of learning, seeking to strengthen ITE partnerships and support culturally responsive mentoring for emerging teachers.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
KEY WORDS: Associate teacher, mentoring, professionalism, student teacher, initial teacher education, leadership, Kaupapa Māori lens.
INTRODUCTION
Practicum experiences are widely recognised as a critical component of Initial Teacher Education (ITE), providing student teachers with opportunities to integrate theoretical learning with professional practice. According to the Teaching Council of Aotearoa New Zealand (2019), an Associate Teacher (AT) is a teacher in an educational setting who “supervises” (p. 5) a student teacher on professional experience placement (practicum). AT’s in Aotearoa New Zealand are qualified early childhood teachers employed within early childhood education (ECE) centres and play a pivotal role in shaping these experiences as qualified teachers who mentor and guide student teachers. ATs act as both role models and leaders of pedagogical practice within early childhood settings. Their mentoring contributes significantly to the professional identity, confidence, and capability of emerging teachers.
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