You are not logged-in. Or, you don’t hold an active membership for this particular area.
Check if this membership is relevant to you.
Impact of food-related choking prevention guidance in ECE
FULL REFERENCE: Young, L., Agar, S., Chiwawa, B., and Gerritsen, S. (2024). Impact of food-related choking prevention guidance on the food environment in early childhood…
The teacher’s role in visual arts learning
FULL REFERENCE: Probine, S. (2024). Colouring outside the lines: Re-exploring the teacher’s role in visual arts learning in early childhood. NZ International Research in Early…
Inclusion and equity for teachers with disabilities
FULL REFERENCE: Purdue, K., Griffiths, V., Hall, E., Hartley, D., Hohaia-Rollinson, F., Malcolm, J., Solomon, J., Tate, A. & Williamson-Garner, D. (2024). Barriers to and…
Decolonising early childhood education: An Indigenous Fijian perspective
FULL REFERENCE: Nabou, S., Matapo, J., & Utumapu-McBride, T. (2024). Decolonising early childhood education: An indigenous Fijian perspective. NZ International Research in Early Childhood Education…
Early childhood teacher engagement with place-based education
FULL REFERENCE: Postlewaight, G. (2024). Early childhood teacher engagement with place-based education: Professional learning at the Ōtātara Outdoor Learning Centre. NZ International Research in Early…
Satisfaction with Autism NZ’s early support programme, EarlySteps
FULL REFERENCE: Moffat, T.K., Stuart, N.A., Fitzgerald, H., Shepherd, D. & Patrick, L. (2024). An evaluation of parent/whānau satisfaction with Autism New Zealand’s early support…
On a Joyful Note: The Practice of Attending to Joy for Educator Wellbeing
FULL REFERENCE: Karaolis, O. and Little, C. (2024). On a joyful note: The practice of attending to joy for educator wellbeing. NZ International Research in Early…
