Food Allergy Management.
Sharing a sweet treat on your birthday is great fun, but in an early childhood setting it can be more complicated than simply working out how many pieces you need to cut the cake into.
If your centre or home-based service has children who have food allergies or intolerances, what seems like some harmless baking coul
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Anyone thinking about getting a job in ECE working in ECE or thinking about moving to a different service will find clear, practical information in this article about pay rates, employment conditions, and what to expect in different roles. It explains everything from starting salaries and pay‑step calculations to workplace rights, benefits, and how to recognise a supportive, professional environment.
Discover the key organisations and sector groups shaping early childhood education in New Zealand – who they are, what they do, and how they influence the services, policies, and people at the heart of the ECE sector.
Getting a job. How can my ECE qualification help me to get a job? With an early childhood teaching qualification you may find yourself attractive
This research examines the demographic characteristics of students who choose to do field-based early childhood education teacher training and identifies challenges they face in relation to gender, career choice and academic expectations.
FULL REFERENCE: Dunham, N. (2017). Field-based early childhood student teachers – who are they and what challenges do they face? NZ International Research in Early Childhood Education Journal, Special Issue: Early Childhood Teachers and their Work, 20(2), 50-65.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT: In Aotearoa New Zealand, early childhood teachers practice within a contestable landscape in which their value and worth is regularly questioned. Early childhood education (ECE) is associated with discourses of women’s work, quality and career choice. The perception within such discourses being that ECE is a female dominated field, with few men entering the work force as early childhood teachers. In addition, changes in the credentialing of early childhood teachers in New Zealand is associated with issues of quality and professionalisation, which have been significantly influenced by calls for pay parity with primary school counterparts, and associated challenges in minimal qualification requirements. Finally, as a career choice, ECE is associated with rates of high attrition and poor working conditions, which impact on quality provision. This paper draws on the findings from PhD research into student academic identity. The paper specifically focuses on the student demographic and associated challenges facing students of early childhood field-based initial teacher education. Using an interpretive qualitative research design, data was collected from students, teacher educators and associate teachers involved in early childhood field-based initial teacher education. Data from open-ended surveys, focus groups and individual interviews was analysed using thematic analysis informed by the principles of grounded theory. Documentary analysis associated with the wider socio-political context of early childhood education in Aotearoa New Zealand was also undertaken. The findings highlight challenges in relation to gender, career choice and academic expectations in early childhood education.
KEY WORDS: Field-based; early childhood; academic identity; credentials; characteristics.
INTRODUCTION
The credentialing of teachers in the early childhood sector in Aotearoa New Zealand has faced a turbulent history, which remains unsettled. Participation in quality early childhood education is politically regarded as critical to building firm foundations for children’s later learning and development (Ministry of Education, 2002). Credentialing of early childhood teachers is seen as a contributing factor to this quality provision (Ministry of Education, 2002). However, this credentialing remains open to the whim of Governmental preferences. The aim of this paper is to discuss the student teacher demographic and associated challenges facing the field of early childhood education. Attention will be given to teacher credentials, with particular attention to field-based programmes of study and student academic identities.
When the Health and Safety at Work Act was brought in concerns were expressed by the education sector. For example, does the Act mean children can’t climb trees in ECE anymore?
Then there’s NZS 5828: Playground Equipment and Surfacing to think about.
Well the good news is that it’s pretty much all good news.
In this article we’ll look at how risk assessment, the HSW Act and NZS 5828 can combine to develop safety approaches that recognise the goal of Te Whariki: To grow up as competent, confident learners and communicators, healthy in mind, body and spirit.
This is a Ph.D. and Ed.D. Education Doctoral Thesis Directory.
The Education Doctoral Thesis Directory shows theses completed in NZ, or through a NZ tertiary education institution, that are relevant to young children’s care, health, and education.
An education masters thesis directory is also available if you would like to search for
The Original Massey University Research Study of Male Teachers (1997) “A Few Good Men or a Few Too Many? A study of Male Teachers” by
New Zealand is a long way from Suhaib Imran’s original home in India, and early childhood is a long way from his original career as
Overseas Teachers. January 6, 2020. Updated 24 June 2020. Before NZ’s border closed due to Covid-19, statistics show that the two national recruitment companies contracted
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