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Solo fathers are an ‘invisible’ group in society, although Census data suggests they make up almost 5% of families in New Zealand. No research other
This paper reports on a section of a research study into the teaching practice experiences of early childhood student teachers in a field-based teacher education programme. Goal setting was one of the four research themes of that study and is […]
This paper discusses how early childhood education may be understood and experienced as a cultural-historical borderland, where mental borders and limits are made by people. Drawing on border theory and cultural-historical theory, different perspectives are considered in the study reported […]
This paper presents key findings from a study that investigated how early childhood student teachers perceived the support, guidance and mentoring facilities that were available to them and aspects of their courses. The study was conducted by lecturers who were […]
The study shares insights into the way undergraduate students who are early childhood practitioners in their final year of study developed an academic voice beyond the walls of a University. It was designed by two University tutors who followed the […]
What is a child’s everyday experience of attending a fulltime early childhood education and care centre? This case study focuses upon one child’s experience within a centre in New Zealand and proposes that meaningful learning can occur when a child […]
In New Zealand each child with an inclusive early intervention programme is supported by a group of adults: the child’s parent(s), teachers, early intervention specialists, and education support worker (teacher-aide). The group’s joint task is to prepare an individual plan […]
In early childhood centres young children have the opportunity to interact with their peers in a play based environment. Play takes a central role and is a way by which children may challenge and extend each other’s thinking. Current accounts […]
This paper extends the current literature on social emotional development in the early years by providing an understanding of how young children comprehend and talk about everyday challenging situations and the way they cope with these. The paper also provides […]
The purpose of this project was to investigate what teachers deemed optimal in their provision of an outdoor environment. This research involved 46 teachers from 15 early childhood centres in the North Island of New Zealand. The findings reported in […]
Using a child’s expression that illustrates his mental image of constituted relations of living things, the author conceptualizes relationality, an interrelated view of being, and its importance for early childhood education. The difference between relation and interaction, and the significance […]
Children begin school with a range of pre-literacy skills that serve as the foundation for later reading achievement. These skills include phonological awareness, alphabet knowledge and vocabulary. The New Zealand early childhood curriculum Te Whāriki is non-prescriptive in terms of […]
A critical look at the New Zealand Education Review Office’s draft guidelines for reviewing early childhood services is provided in this paper. ERO’s guidelines provide a range of “evaluation indicators” to inform centres as to what is considered to be […]