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The article explores how no‑touch policies in ECE emerged and why they continue to shape teacher behaviour, raising important questions about what kinds of touch are appropriate, safe, and developmentally necessary for young children. It’s a thought‑provoking read on how fear and policy can influence caring relationships at the heart of ECE.
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.
How have guidelines on the prevention of food-relating choking impacted on the food provided to children in early childhood centres in NZ? Login to read the full research paper below. Or you can order a pdf copy of the article go to the main NZIRECE Journal page.
Great research on the visual arts experiences of young children (aged 3-4) at early childhood settings in NZ. Learn about the experiences and visual arts pedagogies of early childhood teachers. Login to read the full research paper below. Or you can order a pdf copy of the article go to the main NZIRECE Journal page.
The positive and negative experiences of early childhood teachers / kaiako with disabilities who are working in NZ. How this impacts on their human rights, sense of wellbeing, and work. Login to read the full research paper below. Or you can order a pdf copy of the article, go to the main NZIRECE Journal page.
Indigenous Fijian values and aspirations for Indigenous Fijian children’s early childhood education and how ECE can contribute to the broader decolonisation of education. Login to view the full article. Or you can order a pdf copy of the article, go to the main NZIRECE Journal page.
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