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Contents 1. The details – an abridged version of today’s
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Amber Dampney, Jayne Newbury and Megan McAuliffe. University of Canterbury NZ. Full reference: Dampney, A., Newbury, J., & McAuliffe, M. (2018). Exploring early childhood teachers’
Angela Fenton and Laura McFarland. Charles Sturt University, Australia. Full reference: Fenton, A. & McFarland, L. (2018). Building early childhood educators’ capacity to apply a strengths approach to working with vulnerable families and children. NZ International Research in Early Childhood Education […]
John Boereboom* and Peter Tymms**. *University of Canterbury, NZ; ** Durham University, UK. Full reference: Boereboom, J. & Tymms, P. (2018). Is there an optimum age for starting school in New Zealand?. NZ International Research in Early Childhood Education Journal, 21(2), 32-44. […]
Qilong Zhang. Toi Ohomai Institute of Technology, NZ. Full reference: Zhang, Q. (2018). Generic or specific? Deciphering the New Zealand approach to professional standards for early childhood. NZ International Research in Early Childhood Education Journal, 21(2), 59-70. Original Research Paper Abstract […]
Laura McFarland, Noella Mackenzie and Natalie Thompson. Charles Sturt University, Australia. Full reference: McFarlard, L., Mackenzie, N. & Thompson, N. (2018). Early childhood educators’ and parents’ perspectives of literacy for children under three: An exploratory study. NZ International Research in Early […]
Pauline Roberts & Marianne Knaus. Edith Cowan University, Perth, Australia. Full reference: Roberts, P. & Knaus, M. (2018). STEM in Early Childhood Education: Using the inquiry approach to scaffold learning. NZ International Research in Early Childhood Education Journal, 21(2), 71-84. Original […]