2015 NZRECE Journal Articles

“It made me argue more confidently and I can stand by my words”: Beginning teachers’ perspectives about mentoring, goal setting, and leadership during teacher registration.

A supported playgroup located on school grounds: Developing family relationships within a school environment to support children’s transition to school.

Marianne Knaus and Judy Warren. Edith Cowan University, Perth, Australia.  

Full reference: Knaus, M. & Warren, J. (2015). A supported playgroup located on school grounds: Develop

Three-year-old Children’s Visual Art Experiences.  

Julie Plows. University of Auckland, NZ.   

Full reference: Plows, J  (2015). Three-year-old children’s visual art experiences. NZ Research in Early Childhood Education Journal, 18, 37 – 51.

Original Research

Abstract

This art-based study investigated the verbal and

“It is a risk, but it is a risk worth taking”: Early childhood teachers’ reflections on review of practice using an approach of practical philosophy.

Anne Grey. AUT University, NZ.

Full reference: Grey, A. (2015). “It is a risk, but it is a risk worth taking”: Early childhood teachers’ reflections on review of practice usin

Advocating for a comprehensive approach to assessment in New Zealand early childhood education.

Qilong Zhang. Waiariki Institute of Technology, NZ.

Full Reference: Zhang, Q. (2015). Advocating for a comprehensive approach to assessment in New Zealand early childhood education. NZ Research in Early Childhood Education Journal, 18, 67 –

Early childhood education: Fracture lines of social context and neural development.

John A. Clark. Massey University, NZ.

Full reference: Clark, J.A. (2015). Early childhood education: Fracture lines of social context and neural development. NZ Research in Early Childhood Education Journal, 18, 80 – 86.

Critical Review Paper