Recently the commercial lobby made two big claims regarding the
Early Childhood Education System. The Stakeholders and Key Organisations Peak
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Huritao: Critical Reflection on Pedagogy through Assessments. Full reference: Werry, S., Cown, P. and Skeoch, R. (2021). Huritao: Critical reflection on pedagogy through assessment. NZ
Preparing Students for the ‘Emotion Work’ of Early Years Practice. Full reference: Solvason, C., Hodgkins, A. & Watson N. (2021). Preparing students for the ‘emotion work’ of early years practice. NZ International Research in Early Childhood Education Journal, 23(1), pp. […]
Special Educational Needs Co-ordinators Practice in Early Care and Education. Full reference: Richards, H. (2021). Influences on SENCo practice in early care and education settings in England. NZ – International Research in Early Childhood Education Journal, 23(1), pp. 24 – 38. […]
Communities of Learning: Promoting Equity in ECE Policy and Practice. Full reference: Hohaia-Rollinson, F., Jena-Crottet, A., Illston, K., Malcolm, J., Purdue, K. and Tate, A. (2021). Communities of learning: Promoting equity in ECE policy and practice. NZ International Research in […]
Supporting Teaching Practices to Foster Toddlers’ Emotional Literacy. Full reference: Clarke, L.R., McLaughlin, T. W., Aspden, K. & Riley, T. (2021). Supporting teaching practices to foster toddlers’ emotional literacy. NZ International Research in Early Childhood Education Journal, 23(1), pp. 52-58 […]
Teacher Education during the COVID-19 Pandemic. Full reference: Kinkead-Clark, Z. (2021). Early Childhood teacher education during the COVID-19 Pandemic. Perspectives of Caribbean pre-service teachers. NZ International Research in Early Childhood Education Journal, 23(1), pp. 59 – 68. Abstract The COVID-19 […]
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