NZIRECE Journal: Contents Pages

New research on inclusive early childhood education, cultural responsiveness, digital technologies, anti‑bias practice, home‑based care, sustainability, and policy implementation. Across these diverse studies, authors offer fresh insights that deepen our understanding of ECE quality and the systems that shape children’s early education experiences.

This issue brings together research on food‑safety practices, visual arts pedagogy, disability inclusion, Indigenous perspectives, autism support, place‑based learning, and educator wellbeing. Across these diverse studies, authors offer fresh insights that deepen our understanding of early childhood education and the conditions that shape equitable, meaningful learning for all children.

This issue explores cultural competence in teacher education, inclusive and culturally safe ECE workplaces, social‑justice leadership, children’s understandings of same‑sex families, and innovative perspectives on children’s thinking and identity.

This special issue examines how parents and families shape early childhood education, from partnership models and parental wellbeing to fathers’ participation and culturally diverse perspectives on engagement.

This issue brings together research on critical reflection, emotional labour in early years practice, SENCo influences, equity‑focused policy work, toddlers’ emotional literacy, and teacher education during COVID‑19.

This special journal issue on Health and Wellbeing in Early Childhood Education Settings examines how health and wellbeing intersect with early childhood education, from wellbeing literacy and Pacific children’s cultural identities to home‑based literacy, puppetry for belonging, outdoor risk‑taking, and healthy feeding practices.

This issue spans sustainability pedagogies, post‑colonial tensions in Pacific ECE, digital technology use, advanced empathy, parent‑centred understandings of quality, schema‑informed behaviour support, and rhizomatic thinking in young children’s learning.

This issue explores the affordability of quality ECE, educator wellbeing, young children’s digital technology use, refugee children’s learning needs, and the role of spirituality in early childhood settings.

This issue brings together research on children’s physical activity, conflict‑related social development, men’s experiences in early childhood teaching, school‑entry assessment, transitions to school, differing perspectives on quality, and parental and teacher views on school readiness.

This issue examines emergent literacy across socioeconomic contexts, strengths‑based approaches for supporting vulnerable families, school‑starting age debates, early literacy perspectives for children under three, professional standards in ECE, and inquiry‑driven STEM learning.

This issue explores diverse curriculum perspectives, from debates about Te Whāriki’s role to Indigenous Fijian knowledge pathways, Bangladeshi curriculum development, multi‑dimensional pedagogical growth, inclusive practice, and children’s creative meaning‑making through photography.

This special issue examines the realities of educators’ work, from the factors that sustain teacher satisfaction and the emotional labour of early childhood teaching to access to professional learning and the challenges faced by field‑based student teachers.

This special issue examines equality and diversity in early childhood education, spanning inclusive science exploration, evolving coaching roles in early intervention, whole‑school language development, socio‑economic barriers to participation, whiteness scholarship, shared decision‑making, and photostory as a tool for capacity building.

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.

This issue brings together international perspectives on early childhood policy, from country‑specific analyses in Aotearoa New Zealand, Australia, and Ireland to research on disaster‑risk‑reduction curriculum, parental childcare choices, trust and quality in ECE, leadership expectations, early intervention, Indigenous family participation, and bilingual children’s school‑entry outcomes.

This issue spans Kaupapa Māori‑informed research, everyday teacher–child interactions, the construction of teacher identities, mentoring in field‑based programmes, the ethics of observation, and critical discourse analysis of assessment resources.

This issue spans quality review in ECE, Montessori‑based literacy, relational ways of living and learning, optimal outdoor environments, parent–child coping communication, peer expertise‑sharing, communication in early intervention, a child’s lived experience in care, practitioner research journeys, student‑teacher support, cultural‑historical borderlands, and the complexities of goal‑setting in field‑based programmes, alongside research on the social needs of solo fathers.