Being Agreeable? A Critical Examination of Communication Among IP Groups in Early Intervention

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 (IP) for the child to follow in their regular early childhood education

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Getting a Job with your ECE Qualification

Getting a job. How can my ECE qualification help me to get a job? With an early childhood teaching qualification you may find yourself attractive

HIV and AIDS Childcare and Confidentiality Guidelines

HIV / AIDS Children and Adults At Early Childhood Services.

In May 2012 a Northland Childcare Centre was publicly slammed when it decided to send home an HIV-positive child. The centre was criticised by the AIDS Foundation and the story made the national news over several days. The centre claimed its exclusion of the child was temporary only w

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Returning to Work Mothers Prefer Known Carer

Researcher Wendy Boyd. March 6, 2014. Mothers returning to paid work after the birth of their first child prefer their child to be cared for

Negotiating Policy-Driven and State-Mandated Expectations of Leadership: Discourses Accessed by Early Childhood Educators in Australia

FULL REFERENCE: Thomas, L., & Nuttall, J. (2014). Negotiating policy-driven and state-mandated expectations of leadership: Discourses accessed by early childhood educators in Australia. NZ Research in Early Childhood Education Journal. Special Issue: Early Childhood Policy, 17, 101-114.

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ABSTRACT: This paper draws on two recent studies of educational leadership in early childhood education to examine the ways in which educators draw on a variety of discourses to articulate concepts of ‘leader’ and ‘leadership’ in the present early childhood policy context in Australia. The specific focus is on leaders’ responses to expectations of leadership within the National Quality Framework for Early Childhood Education and Care and School Age Care [NQF] in Australia (Council of Australian Governments [COAG], 2009a), which promotes leadership focused on curriculum and pedagogy rather than on management and administration (COAG, 2009b). A poststructuralist lens is used to analyse the ways in which concepts of leadership embedded in the NQF work to mobilise various discourses of leadership. We argue that educators’ accounts indicate possibilities for new ways of theorising leadership in EC settings, to find ways to hold together seemingly opposite discourses of ‘leadership for management’ and ‘leadership for learning’ in response to current policy shifts.

KEY WORDS:

Educational leadership; early childhood education; education policy; Australia; discourse analysis.

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Creating Edible Gardens with Children

Edible gardens in early childhood centres and homes provide a valuable resource for teaching many aspects of the early childhood curriculum while also creating and sustaining a regular growth and supply of fruits and vegetables.

One of the joys of encouraging children into gardening is the pleasure of seeing, tasting and sharing the results of the effort. Dispositions such as perseverance and curiosity are nurtured through the experience of growing and tending to plants.

Gardening provides a real, as opposed to an artificial, context for the learning of natural science, maths, and language.

On this page we present information and guidance on: purposes of an edible garden, what size and structure works well, produce use, and which plants are most suitable to grown in ECE for speed, fun, and for children to eat.

Motivations and reasons for an edible garden include

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Contents – NZ Research in ECE Journal, 2015, Vol 18

This issue explores mentoring and leadership for beginning teachers, school‑based playgroup transitions, young children’s visual art experiences, reflective practice through practical philosophy, comprehensive assessment approaches, and the interplay between social context and neural development.

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Being Agreeable? A Critical Examination of Communication Among IP Groups in Early Intervention

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