How a child screaming can hurt adult ears
What did you say? I can’t hear you. I’m cuddling a circular saw!
By James Lochead-Macmillan.
Most research into screaming children focuses on the production of the stress hormone Cortisol.
What is significantly less reported is how dangerous that screaming child is to their car
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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
Here is a policy and set of procedures for the Collection of Children that you may use and adapt for your early childhood service. Services are responsible for upholding children’s safety at all times. This includes responsibility for ensuring the safety of children leaving the premises.
Reflective questions
Considering reflective questi
Publication ethics statement. Originality, accuracy and avoidance of harm The journal publishes only work that is original. Authors are asked to declare that their submitted
December 19, 2012. Children with disabilities and their parents can still struggle to access early childhood education and the support they need according to a
This paper gives a narrative of the emergence of early childhood education in Bangladesh, a country with 156.6 million people. Reference is made to the NZ Te Whāriki and Australia’s Early Years Learning Framework for Australia.
FULL REFERENCE: Parveen, R. & Bone, J. (2017). Developing curriculum for the early years: A perspective from Bangladesh. NZ International Research in Early Childhood Education Journal, 20(1), 34-45.
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 Bangladesh significant progress has happened in the field of early year’s education through both government and private initiatives. Pre-school education occurs through informal classes in government primary schools, in English-medium kindergartens and in Non-Government Organisations (NGO). Bangladesh has developed its first pre-primary curriculum and the government of Bangladesh approved the curriculum document named ‘Pre-primary Curriculum’ in 2011. This article will present an overview of the early childhood curriculum developed in Bangladesh and discuss the influences at work during the curriculum development process from the perspective of one of the first authors – a Bangladeshi woman studying for a higher degree in Australia. The early childhood curriculum had to be acceptable for a large and diverse population. The narrative of the emergence of early childhood education in Bangladesh, a country with a population of 156.6 million, is presented, and reference is made to the New Zealand curriculum, Te Whāriki, and the Early Years Learning Framework for Australia, Being Belonging and Becoming. Finally the article presents insights about curriculum development in the Bangladeshi context.
Key words: Curriculum; pre-primary education; early childhood; diversity.
INTRODUCTION
Bangladesh developed its first pre-primary curriculum in 2011 and the government of Bangladesh approved the curriculum document named the ‘Pre-primary Curriculum’ (National Curriculum and Textbook Board [NCTB], 2011). This article will firstly present an overview of the field of early childhood education developed in Bangladesh and the second section will discuss the influences at work during the curriculum development process for pre-primary education in Bangladesh. The article has a focus on education provision for children aged five years and under. In Bangladesh this is called pre-primary education. Significant progress has occurred in the last few years regarding early childhood services in Bangladesh. Pre-school education occurred through informal infant classes in government primary schools, in English-medium kindergartens and in Non-Government Organisation (NGO) run non-formal schools. The goal of curriculum development for young children reflects the growing importance of early childhood education in Bangladesh.
FULL REFERENCE: McAnelly, K., Purdue, K., Hall, L.J., Odom, S.L., & Hall, E. (2025). We’re all in this together: Approaches to inclusive early childhood education for disabled children in Aotearoa New Zealand and the United States, and what we can learn from one another. NZ International Research in Early Childhood Education Journal, 27, pp. 1-16.
ABSTRACT: Research from Aotearoa New Zealand and the United States continues to explore disabled children’s right to an inclusive early childhood education (ECE). In this article we examine ECE provision, key legislation and policy, and research on inclusion in our two countries. We also look at how initial teacher education and professional learning and development programmes help to strengthen inclusive practice in our respective countries. There is a lot that each country can draw on and learn from the other in relation to supporting disabled children’s inclusion in ECE. Drawing on insights from our cross-country comparisons, we offer recommendations aimed at amplifying disabled children’s rights to inclusive ECE.
KEY WORDS: Disability, inclusion, children’s rights, teacher education, cross-country comparison.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
Introduction
The provision of equitable and inclusive early childhood education (ECE) for disabled children differs from country to country, based on each country’s values and imperatives. Although direct adoption of other nations’ approaches is not advisable, countries can learn from each other and improve their own inclusive ECE practices.
A review of literature highlighted for us – early childhood researchers from Aotearoa New Zealand, hereafter, Aotearoa, and the United States (US) – a lack of cross-national comparative studies on equitable and inclusive ECE for disabled children and their families. As a step towards addressing that gap, we compared approaches to inclusive education in our respective jurisdictions. We agreed that comparative research could offer fresh insights into how inclusive ECE can be conceptualised and enacted in ways that uphold the rights of disabled children.
Research on preschool teachers’ and parents’ views on how to best prepare children for school.
FULL REFERENCE: Costales, G.S. and Anderson, R. (2018). Preschool teachers’ and parents’ perspectives on primary school preparation in Singapore. NZ International Research in Early Childhood Education Journal, 21(1), 88 – 99.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT: The study undertaken in Singapore sought to understand preschool teachers’ and parents’ views on school readiness with regard to primary 1 preparation to provide a common understanding on how to best prepare children for primary school. Nine preschool teachers and nineteen preschool parents completed a questionnaire and, of this group, four parents and four preschool teachers were also interviewed to gain a deeper understanding of their perspectives. The study revealed that domains of Social and Emotional Development and Aesthetics and Creative Expression were rated by the participants as the most and least important aspects of development respectively in preparing children for primary school. It is recommended that children’s transition to school reflects current research that supports the continuity between preschool and primary school with all stakeholders, parents, teachers and the community, involved.
Key words: Transition to school, primary school preparation, school readiness, school readiness perspectives.
INTRODUCTION
Providing children with a positive transition experience from preschool to primary school confers short-term and long-term advantages (Petrescu, 2012; Serry, Imms, Froude, Joffe, Heine, & Merrigan, 2014; Yeboah, 2002) and significantly affects their academic and social performance (Chan, 2010; Dockett & Perry, 2009; Yeboah, 2002; Yeo & Clarke, 2006). School transition has been the focus of numerous research studies and educational policies worldwide (Vrinioti, Einarsdottir & Brostrom, 2010); however, limited research had been conducted on this issue in Singapore.
Nonetheless, emphasis on school transitions is intensely magnified in Singapore, where academic meritocracy is revered as the basis of the country’s growth and development, rewarding the best students on the basis of their ability, performance and achievement (Yeo & Clarke, 2005). The concern is that parents and educators often seem to have differing beliefs on how best to prepare children for their transition to formal schooling (Ang, 2012; Graue, 2006). While preschool teachers urge a holistic approach to preparing children, parents often prefer an academic curriculum in preparing for primary 1 (Ang, 2012). Inasmuch as the community’s belief system inherently determines who is ready for school and how children become ready (Graue, 2006), it is imperative for parents and teachers to concur on a definition of readiness that is most appropriate for their social-cultural context to furnish better support for children’s transition to formal schooling (Noel, 2010). Therefore, based on its findings, this study offers a common understanding from one community of parents and teachers in Serangoon, Singapore, on how preschool children might best be prepared for primary school by identifying parents’ and teachers’ perspectives on readiness and what they deem as important for primary school preparation.
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