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NZ International Research in Early Childhood Education journal

The NZIRECE Journal is a peer-reviewed academic journal that publishes research results, critiques, methodological papers and theoretical articles relating to children’s education, wellbeing and care in the early years (from conception and up to eight years of age).  Research relating to teaching and learning, pedagogical approaches, early intervention, parenting, child health, child safety, child development, and teacher/parent education are particularly welcome. Papers examining a research method, an aspect of methodology, or contributing to the development of theory are also invited. 

The journal was first published in 1998, when it was known as the NZ Research in ECE journal. The journal made history – it was the first academic journal to be published in NZ that was exclusively on early childhood education.  It helped paved the way for the development of an early childhood research culture in NZ. 


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Volume 25, 2023

ISSN: 2537-7191
Editor: Wendy Boyd

Cultural components of early childhood teacher education in Aotearoa New Zealand by Tahera Afrin

Working towards culturally safe and inclusive early childhood work environments by Veronica Griffiths, Erin Hall, Derek Hartley, Fleur Hohaia-Rollinson, Jenny Malcolm, Kerry Purdue and Alice Tate

Female social justice leaders in the early childhood profession: A narrative inquiry on the origins of leadership by Tui Summers and Annelies Kamp.  

Children learning about same-sex families: Perspectives of Chinese parents living in Australia by Xinyun Meg Liang, Manjula Waniganayake, and Fay Hadley.

Revisiting rhizomatic connections and relationships in young children’s thinking and meaning-making by Johanna Cliffe.

Self and story in early childhood: Children’s developing minds revealed by parent-led research by Hugh Crago. Reviewed by Wendy Boyd

See all the abstracts and links to full-text articles Volume 25

Volume 24, 2022 Special Issue on Parents as Partners in Early Childhood Education and Care

ISSN: 2537-7191
Guest Editor: Chris Jenkin

Parents as partners in early childhood education and careEditorial by Chris Jenkin.

Beyond partnerships with parents in early childhood education: A legacy of adult experiential learning in Playcentres by Chris Jenkin, Sue Stover, Ditti Hill-Denee, and Robyn Reid.

More than door talks. Insights into parental involvement in the Irish early childhood education and care context by Mary Moloney.

Educators listening and partnering with parents: recognising parental wellbeing and agency by Fay Hadley and Elizabeth Rouse.

Fathers’ voices: Their participation in early childhood education by Parisa Tadi, Amir Sadeghi, and Ali Mansouri Nejad.

Parent engagement and its influence on early childhood education teachers and their teaching practices – South African teachers’ perception by Anienie Veldsman, Felicia Elinam Dzamesi, Parisa Tadi and Amir Sadeghi.

See abstracts with links to full-text articles Volume 24

Volume 23, Number 1, 2021

ISSN: 2537-7191
Editor: Wendy Boyd

Huritao: Critical reflection on pedagogy through assessment by Sue Werry, Paula Cown and Roberta Skeoch

Preparing students for the ‘emotion work’ of early years practice by Carla Solvason, Angela Hodgkins and Nicola Watson

Influences on SENCo practice in early care and education settings in England by Hazel Richards

Communities of learning: Promoting equity in ECE policy and practice by Fleur Hohaia-Rollinson, Anuja Jena-Crottet, Karen Illston, Jenny Malcolm, Kerry Purdue, and Alice Tate

Supporting teaching practices to foster toddlers’ emotional literacy by Linda Rose Clarke, Tara Way McLaughlin, Karyn Aspden, and Tracy Riley

Early childhood teacher education during the COVID-19 pandemic. Perspectives of Caribbean pre-service teachers by Zoyah Kinkead-Clark

See abstracts with links to full-text articles Volume 23, Number 1

Volume 23, Number 2, 2021 Special Issue on Health and Wellbeing in Early Childhood Education Settings

ISSN: 2537-7191
Guest Editors: Leanne Young and Sarah Gerritsen

Child health and wellbeing are inextricably linked with early education: research from across the sector – Editorial by Leanne Young and Sarah Gerritsen.

Wellbeing literacy and early childhood education by Lisa M. Baker, Lindsay G. Oades and Bridie Raban

The wellbeing of pacific children and families: foregrounding culture, language, and identity formation in early childhood education by Ali Glasgow

Supporting preschool age children’s wellbeing through home-based literacy development in three Fijian communities by Elspeth McInnes, Pauline Harris, Bec Neill, Alexandra Diamond, Cynthia Brock and Ufemia Camaitoga

Through the eyes of the puppet: using puppetry to foster children’s sense of wellbeing and belonging by Olivia Karaolis and Cathy Little

Educator perceptions of risk-taking, safety and resilience in the outdoors: a rural early childhood education and care case study by Elizabeth Rouse and Llewellyn Wishart

Raising healthy kids: a scoping review for feeding practices in NZ early childhood education centres by Gabrielle Orr

See abstracts with links to full-text articles Volume 23, Number 2


No journal issues were published in 2020 due to the Covid-19 pandemic.

Volume 22, Number 2, 2019 Special issue featuring position papers 

ISSN: 2537-7191
Guest Editor: Qilong Zhang

Affordability of quality early childhood education and care by Thomas Seagrave

Early childhood educators’ workplace well-being: A case for using self-determination theory to understand and support workplace well-being in early childhood services by Catherine Jones, Fay Hadley, Manjula Waniganayake and Melissa Johnstone

Screens or no screens: Understanding young children’s use of digital technologies by Maya Robinson-Kennedy

Nurturing the learning and development of children who are refugees by Phillipa Harris 

Prioritising the development of spirituality in early childhood education and care by Nicole Megan Lees

See abstracts with links to NZ International Research in Early Childhood Education Journal full-text articles Vol 22, Number 2

Volume 22, Number 1, 2019 

ISSN: 2537-7191
Editor: Wendy Boyd

Researching pedagogies for sustainability in Australian bush kinder: A reflective analysis on a framework and methodologies by Fran Hughes. 

Neoliberalism and post-colonialism in conflict: Hybridisation in early childhood in the South Pacific by Margaret Sims and Lavinia Tiko.

Factors influencing the use of digital technology in early childhood education by Robyn Anderson and Hwee Leng Toh-Heng 

Advanced empathy in the early years – a risky strength?  by Angela Hodgkins

Embedding parents’ perspectives in the discourse for quality education and care in the early years by Emma Bailey and Carla Solvason

Supporting parents to use schema theory to understand and manage challenging behaviour in the home by Samuel Proctor and Carla Solvason

Should we consider rhizomatic thinking when educating young minds? by Johanna Cliffe and Carla Solvason 

See abstracts with links to NZ International Research in Early Childhood Education Journal full-text articles Vol 22, Number 1

Volume 21, Number 2, 2018 

ISSN: 2537-7191
Editor: Wendy Boyd

Exploring early childhood teachers’ beliefs and practices in emergent literacy: Does practice vary by the socioeconomic status of the children? by Amber Dampney, Jayne Newbury and Megan McAuliffe 

Building early childhood educators’ capacity to apply a strengths approach to working with vulnerable families and children by Angela Fenton and Laura McFarland 

Is there an optimum age for starting school in New Zealand? by John Boereboom and Peter Tymms

Early childhood educators’ and parents’ perspectives of literacy for children under three: An exploratory study by Laura McFarland, Noella Mackenzie and Natalie Thompson

Generic or specific? Deciphering the New Zealand approach to professional standards for early childhood by Qilong Zhang

STEM in early childhood education: Using the inquiry approach to scaffold learning by Pauline Roberts and Marianne Knaus 

See abstracts with links to NZ International Research in Early Childhood Education Journal full-text articles Vol 21, Number 2

Volume 21, Number 1, 2018 

ISSN: 2537-7191
Editor: Wendy Boyd

Early childhood educator perceptions of children’s physical activity and the outdoors by Llewellyn Wishart

Can early years’ practitioners facilitate social development during conflicts between young children? by Nicola Watson

Where are the men in Jamaica’s early childhood classrooms? The experiences of those who choose to teach young children by Zoyah Kinkead-Clark

Primary school entry assessment in New Zealand by John Boereboom and Helen Cramman

Effective transition to school: Integrating philosophy, pedagogy and curriculum by Gillian Postlewaight

Delineating and reconciling various perspectives on quality in New Zealand early childhood services by Qilong Zhang

Preschool teachers’ and parents’ perspectives on primary school preparation in Singapore by Girlie S. Costales and Robyn Anderson

Increasing early childhood education enrolment and attendance rates in South Auckland, New Zealand by Jilly Tyler, Monique Davies and Brandon Bennett.

See abstracts with links to NZ International Research in Early Childhood Education Journal full-text articles Vol 21, Number 1

Volume 20, Number 2, 2017 – Special Issue: Educators and their Work

ISSN: 2537-7191 – From 2017 the NZRECE Journal was renamed “NZ International Research in Early Childhood Education Journal”
Editor: Wendy Boyd

Retaining early childhood teachers: What factors contribute to high job satisfaction in early childhood settings in Australia? by Catherine Jones, Fay Hadley and Melissa Johnstone

Early childhood teachers’ emotional labour by Anuja Jena-Crottet

Advancing early childhood educators’ access to professional learning in gifted and talented education by Vanessa White and Tracy Riley

Field-based early childhood student teachers – who are they and what challenges do they face? by Nicola Dunham

See abstracts with links to NZ International Research in Early Childhood Education Journal full-text articles Volume 20, Number 2 

Volume 20, Number 1, 2017 

ISSN: 2537-7191 – From 2017 the NZRECE Journal was renamed “NZ International Research in Early Childhood Education Journal” 
Editor: Wendy Boyd 

 Te Whāriki: Curriculum or philosophy by Chris Jenkin

Creating an early childhood curriculum pathway for sustaining indigenous Fijian cultural knowledges by Lavinia Tiko

Developing curriculum for the early years: A perspective from Bangladesh by Rokhsana Parveen and Jane Bone

A multi-dimensional approach to pedagogical development in long day care centres by Elspeth McInnes, Victoria Whitington, Kaye Colmer, Jamie Sisson and Mary Scales

Making inclusion happen in early childhood settings: excepts from success stories by Thecla Kudakwashe Moffat

Children as photographers: Joyful exploration by Courtney Lee and Cheryl McConnell

See abstracts with links to NZ International Research in Early Childhood Education Journal full-text articles Volume 20, Number 1 

Volume 19, 2016 – Special Issue: Equality and Diversity

ISSN 2463-5197
Editor: Wendy Boyd

Early childhood science exploration: a vehicle for inclusive practices by Coral Campbell.

Changing roles and responsibilities: the development of coaching in early intervention education settings, in Aotearoa New Zealand by Helen Mataiti, Anne van Bysterveldt and Judi Miller

A whole school approach to language development in the early years: Professional development in action by Carla Solvason, Heidi Kohlman, Mike Snowden and Claire Morris.

Removing socio-economic barriers to participation in early childhood education: Is current policy in Aotearoa New Zealand effective? by Gillian Postlewaight.

Whiteness scholarship in early childhood education by Melinda Miller

Whose decision is it? Unpacking shared decision-making as a component of partnership in New Zealand early childhood education centres by Qilong Zhang

Visible Difference: Photostory as capacity building, research and evaluation method by Linda Newman, Christine Woodrow and Leonie Arthur

See abstracts with links to full-text articles Volume 19, 2016 

Volume 18, 2015 

ISSN 2463-5197
Editor: Sarah Alexander

“It made me argue more confidently and I can stand by my words”: Beginning teachers’ perspectives about mentoring, goal setting, and leadership during teacher registration by Caterina Murphy and Jenny Butcher

A supported playgroup located on school grounds: Developing family relationships within a school environment to support children’s transition to school by Marianne Knaus and Judy Warren

Three-year-old children’s visual art experiences by Julie Plows

“It is a risk, but it is a risk worth taking”: Early childhood teachers’ reflections on review of practice using an approach of practical philosophy by Anne Grey

Advocating for a comprehensive approach to assessment in New Zealand early childhood education by Qilong Zhang

Early childhood education: Fracture lines of social context and neural development by John A. Clark

See abstracts with links to full-text articles Volume 18, 2015 

Volume 17, 2014 – Special Issue on Early Childhood Policy

ISSN 1174-6122
Editor: Sarah Alexander

Mapping Policies and Pathways in Early Childhood Education: A Note from Aotearoa New Zealand by Andrew Gibbons and Sandy Farquhar

The State Play in Early Childhood Policy: A Note from Australia by Frances Press

Early Childhood Care and Education Policy: Ireland Country Note by Deirdre Horgan, Shirley Martin, Maura Cunneen and Marcella Towler

Children’s Participation in Disaster Risk Reduction as Curriculum by Dian Fikriani and Jane Bone

Parents’ Choices of Child Care in Australia by Wendy Boyd

Breach of Trust – Getting it Right for Children in Early Childhood Care and Education in Ireland by Mary Moloney

Play and the Professional Early Childhood Teacher: A Personal Reflection by Sue Stover

Negotiating Policy-Driven and State-Mandated Expectations of Leadership: Discourses Accessed by Early Childhood Educators in Australia by Louise Thomas and Joce Nuttall

Early Intervention in Aotearoa New Zealand: Services and Challenges by Kathleen Liberty

Supporting Participation of Indigenous Families in Early Childhood Education by Elizabeth Corridore

The Relationship between Early Childhood Education and Care and English Proficiency at School Entry for Bilingual Children in Australia by Meredith O’Connor, Elodie J. O’Connor, Amanda Kvalsvig and Sharon Goldfeld

See abstracts with links to full-text articles Volume 17, 2014 

Volume 16, 2013

ISSN 1174-6122
Editor: Sarah Alexander

Becoming Cognisant of Research Informed by Kaupapa Māori in Early Childhood Education: Issues and Contexts by Yo Heta-Lensen (Ngapuhi) and Nicola Dunham

Talking With Children When Using Prams While Shopping by Ken Blaiklock

Bend Me, Shape Me, Anyway You Want Me: Constructing Teacher Identities Across Different Learning Paradigms by Janet Moles and Ninetta Santoro

“They Took an Interest”: Student Teachers’ Perceptions of Mentoring Relationships in Field-based Early Childhood Teacher Education by Caterina Murphy and Jenny Butcher

Observation: Effective Research Tool or Rude Intrusion? by Chris Jenkin

Omissions and Presuppositions in Kei Tua o te Pae: A Critical Discourse Analysis by Maureen Perkins

See abstracts with links to full-text articles Volume 16, 2013 

Volume 15, 2012

ISSN 1174-6122
Editor: Sarah Alexander

It is Difficult to Review the Quality of Education if You Don’t Know What Children are Learning: ERO and Self-Review of Early Childhood Services by Ken Blaiklock

Embedding Literacy in an Early Childhood Education Programme: A Look into Montessori by Sheilpa Patel

Airplane Grows in the Tummy of Clouds: Living Through Relations in the Early Years of Life by Karen Guo

Characteristics of Optimal Early Childhood Centre Outdoor Environments: Spaces and Places in which Children and Adults Want to Be by Cheryl Faye Greenfield

Building a Shared Language of Coping: Dynamics of Communication between Parents and Preschool Children by Jan Deans, Erica Frydenberg and Rachel Liang

Children as Teachers: Creating Opportunities for Children to Share Expertise with their Peers by Penny Smith

Being Agreeable? A Critical Examination of Communication Among IP Groups in Early Intervention by Lesley Dunn

Brooke’s Day: One Child’s Experience in an Early Childcare and Education Centre in New Zealand by Cynthia Margaret Prince

Early Childhood Practitioners Developing an Academic Voice and Tutors Making Sense of the Research Process by Rosie Walker and Michael Reed

(Re)Viewing the Landscape Inside and Outside the Box: Providing Effective Support for Early Childhood Student Teachers by Janet Moles, Bella Tanielu-Dick, Vera Atiga-Anderson, Leautuli Sauvao, Heather Fuimaono, Suzanne Ryan, Shanali de Rose, Jan Ferguson and Lucy Fuli-Makaua

Cultural-Historical Borderlands: Common Grounds, Limits and Building Bridges in an Early Childhood Community by Gloria Quiñones

“It Pushes You Beyond the Boundaries”: The Paradox of Setting Teaching Goals in a Field-based Early Childhood Teacher Education Programme by Jenny Butcher and Caterina Murphy

Solo Fathers with Young Children and their Social Needs by Harald Breiding-Buss, Brendon Smith and Peter Walker

See abstracts with links to full-text articles Volume 15, 2012  

Volume 14, 2011

ISSN 1174-6122
Co-editors:  Andrew Gibbons and Kaye Cederman

Editorial by Andrew Gibbons and Kaye Cederman

From Vision to Practice: Are Children at the Centre or Clinging on at the Periphery of Practice within Early Childhood Care and Education Provision? by Mary Moloney

“I’m Scared of That Baby”: How Adults and Environments Contribute to Children’s Positive or Negative Understandings and Experiences of Disability in Early Childhood Settings by Karen Turnock, Diane Gordon-Burns, Kerry Purdue, Benita Rarere-Briggs and Robyn Stark

Playcentre Parent Educators’ Assessment Practice by Brent Mawson

The Intricacies of Mentoring and Teaching Assessment in Field-based Early Childhood Teacher Education by Caterina Murphy and Jenny Butcher

Dynamic Ways of Knowing. Not Just in Our Heads: A Study of a Continuous Practicum in Field Based Teacher Education by Cheryl McConnell

Partnerships in Integrated Early Childhood Centres: Getting from Policies to Practices by Elspeth McInnes and Susan Nichols

The Aesthetic Responses of Babies: Paintings That Captivate Their Interest by Kathy Danko-McGhee

Discourses of Happiness in Infant-Toddler Pedagogy by Jean Rockel and Janita Craw

See abstracts and full-text articles Volume 14, 2011

Volume 13, 2010

ISSN 1174-6122
Helen Hedges and Andrew Gibbons

Editorial by Andrew Gibbons and Helen Hedges

You’re Allowed to Play’:  Children’s Rights at Playcentre by Sarah Te One

Breaking out of the Child-rearing Cell:  Parental Outcomes from Participation in Japanese Playcentres by Junko Satoh and Suzanne Manning

Perspectives on Inclusivity and Support in Organised and Informal Activities for Parents of Preschool Children by Sue Nichols

The Power of Discursive Practices:  Queering or Heteronormalising? by Kate Jarvis and Susan Sandretto

Innovation and Self-Organisation: The Documentation of a Central Character Story  by Elaine Mayo, Kay Henson and Helen Smith

Who is The Troll?  Children as Active Learners Presented as a Learning Story about the Troll from a Norwegian  by Liv Torunn Grindheim, Sidsel Hadler-Olsen and Modgunn Ohm

From a Good Idea to a Robust Research Design:  A Discussion of Challenges in Designing Early Childhood Research for Beginning Researchers by Claire McLachlan

Discovering Meanings in Research with Children by Karen Liang Guo

Operationalising Social and Emotional Coping Competencies in Kindergarten Children by Jan Deans, Erica Frydenberg and Haruka Tsurutani

Physical Activity in the Early Childhood Education Centre Environment by Patricia Lucas and Grant Schofield

What Makes a Teacher-Parent and Family Partnership?  by Bill Hagan, Lindy Austin and Marianne Mudaliar

Teaching to Care:  Emotional Interactions between Preschool Children and their Teachers by Maria L. Ulloa, Ian M. Evans, and Fiona Parkes

See abstracts and full-text articles Volume 13, 2010

Volume 12, 2009

ISSN 1174-6122
Editor: Helen Hedges

Reviewing the Reviewers: Commentary on the Education Review Office’s Evaluation of Assessment in Early Childhood Settings by  Ken E. Blaiklock

Dictators and Directors: Leadership Roles in Children’s Collaborative Play by Brent Mawson

Recognising a Child’s Perspective of Time in Daily Practice by Marianne Knaus

Accentuating the Otherness of Men in Early Childhood Education by Alex M. Williams

Everyday Cultural Development in the Life of a Three-year-old Child by Hilary Monk

Parents as Educators at Playcentre by Suzanne Manning and Judith Loveridge

The Hearing Status and Exposure to Noise of Early Childhood Centre Staff by Stuart J. McLaren and Phillip J. Dickinson

Researching Children’s Musical Learning Experiences within a Learning Story Framework by Berenice Nyland and Jill Ferris

Bicultural Meanings: What do Practitioners Say? by Chris Jenkin

Planning, Undertaking and Disseminating Research in Early Childhood Settings: An Ethical Framework by Joy Cullen, Helen Hedges and Jane Bone  

Building Positive Research Relationships with Young Children by Rosemary D. Richards

Embedding Self, Others, Culture and Ethics in Intercultural Research by Karen Liang Guo

Writing Research: Narrative, Bricolage and Everyday Spirituality  by Jane Bone

See abstracts and full-text articles Volume 12, 2009.

Volume 11, 2008

ISSN 1174-6122
Editor: Sarah Alexander

Making Choices: Contradictions and Commonalities in the Valuing of Caring and Working by Government Policy and First Time Mothers by Ella R Kahu and Mandy Morgan

Perceptions of Inclusive Early Intervention: Parents, Early Childhood Teachers, Speech-language Therapists, Early Intervention Teachers, and Education Support Workers describe their Understandings and Experience of their Shared Task by Lesley Dunn 

Disabled by the Discourse: Some Impacts of Normalising Mechanisms in Education and Society on the Lives of Disabled Children and their Families by Bernadette Macartney

Pretend I’m Dead, eh”:  The Place of Death in Socio-Dramatic Play by Brent Mawson

Parent Education and Support through Early Childhood Centre Networks by Avril Thesing

A Critique of the Use of Learning Stories to Assess the Learning Dispositions of Young Children by Ken E. Blaiklock 

Action Research in Early Childhood Centres: Balancing Research and Professional Development Goals by Carol Cardno 

Early Literacy and the Transition to School: Issues for Early Childhood and Primary Educators by Claire McLachlan 

Research Notes:

See abstracts and full-text articles Volume 11, 2008.

Volume 10, 2007

ISSN 1174-6122
Editor: Sarah Alexander

Children’s Views of their World by Freda Briggs 

Men in Early Childhood Education: Insights from the European Experience by Jan Peeters

Quality in Time and Space:  Defining ‘Quality’ in a Canadian Context by Helen Penn

Inside the Greenhouse: Hothousing, Cultivating, Tending or Nurturing Precocious Readers? by Valerie Margrain

Physical Activity in Early Childhood: Current State of Knowledge by Melody Oliver, Grant M. Schofield, Gregory S. Kolt & Claire McLachlan

Cognitive Schemes and Scripts: Research Evidence from Children’s Drawings by E. Beverley Lambert

A Kind of Serene Feeling Washing Over the Centre”: Perceptions of Staff and Trained Observers Regarding the Use of Background Music to Improve the Auditory Environment in an Early Childhood Centre Setting by Daphne Rickson, Stuart McLaren & Linda Jones

Case Studies from the New Entrant Classroom: Children’s Developing Repertoires of Participation by Bill Hagan

Parental Stress and Child Rearing Decisions by Colene Gray & Margaret Sims

Border Crossings: Early Childhood Teachers’ Experiences in Healthcare Settings by Marianne Kayes, Clare Hocking & Ann Paddy

Theoretical Transitions and Professional Learning: How do Early Childhood Teachers Understand Sociocultural Theory? by Suzy Edwards

Putting Rhizomes to Work: (E)merging Methodologies by Marg Sellers & Eileen Honan 

Researching Authenticity: The Relationship between Kindergarten Teachers’ Espoused Theories and their Actual Practices by Bronwyn Reynolds

The Early Childhood Practicum as a Social System by Margaret Turnbull

The Men as Role Models Argument: A Case for Researching Children’s Views by Richard Harty 

Research Notes:

See abstracts and full-text articles Volume 10, 2007.

Volume 9, 2006

ISSN 1174-6122
Editor: Sarah Alexander

Too Much Too Soon? The Multiple Roles and Identities of Newly Qualified Early Childhood Teachers by Helen Aitken

Opportunities for Parent Partnership and Advocacy in Early Years Services in Ireland by Shirley Martin

Parental Perceptions: The Psychosocial Impact of Hospitalisation of Young Children with Special Needs by Sarah McDonald

Drawing: The Consequential Progression of Ideas by Margaret Brooks

Facing the Challenge: Integrating Early Childhood and Primary Education Practices by Brent Mawson

Pedagogical Connections, Boundaries and Barriers: The Place of Travel in Teachers’ Professional Development by Kathy Goouch and Hazel Bryan

Engaging in Collaborative Research: Lessons Leaned by Margaret Turnbull and Helen Dixon

Using Fuctionalist and Sociocultural Theory to Examine Co-regulation of Distress in Mother-Child Interaction by Holli A. Tonyan

Research Notes:

  • Fathers’ Involvement in Early Years Settings: Findings from Research by Tim Kahn
  • Evaluating the Primary School ‘Keeping Ourselves Safe’ Programme by Owen Sanders
  • The Matrix Ate My Baby: Play, Technology and the Early Childhood Subject by Andrew Neil Gibbons
  • Myths, Mysteries and Mates: The Experiences of Culturally Diverse First Year Early Childhood Student Teachers by Janet Moles

See abstracts and get more information about Volume 9, 2006.

Volume 8, 2005

ISSN 1174-6122
Editor: Sarah Alexander

Children as Rights Holders: Considerations for Research by Cindy Kiro

The Way we do things Around Here”: Environmental and Social Considerations of the Organisational Culture of two Playcentres by Paulene Gibbons

Growing a Rhizome: Embodying Early Experiences in Learning by Marg Sellers

Boys’ Art, Girls’ Art: A Rural Study by E. Beverley Lambert

Professional Agency for Student Teachers by Margaret Turnbull

Noise in Early Childhood Centres and How Safe is the Level of Noise? by Stuart J McLaren and Philip J Dickinson

Parent Support and Education Programmes: A Systematic Review by Boaz Shulruf

Reaching the Foothills of Everest” Ethics Approval – A Personal Perspective by Chris Jenkin

Focus Group Methodology and its Usefulness in Early Childhood Research by Claire McLachlan

Research Notes:

  • Asian Immigrant Parents’ and NZ Early Childhood Teachers’ Views of Parent-Teacher Relationships by Karen Guo

See abstracts and get more information about Volume 8, 2005

Volume 7, 2004

ISSN 1174-6122
Guest Editors: Kathleen Liberty; Helen Hedges; Sandy Farquhar   

Archive Fragments: Infant Schools for the Youngest Settler Children in the Colony of New Zealand, 1840-50s by Helen May

Beyond Ticking the Boxes:  From Individual Developmental Domains to a Sociocultural Framework for Observing Young Children by Marilyn Fleer and Jill Robbins

Early Childhood Curriculum in Home-Based Settings: Embeddedness, Relationships and Identity by Lyn Wright

Early Childhood Teachers’ Perceptions of the Play Patterns and Behaviours of Young Children who are Gifted by Caterina Murphy

Introduction to the Special Section by Helen Hedges

Quality Journey: Is There a Leader at the Helm? by Anne Grey

Successes, Barriers and Enablers to Maintaining Quality Improvement in Early Childhood Services in New Zealand by Liz Depree and Karen Hayward

Turning the Kaleidescope on Quality by Jayne White

Developmental Assessment and Learning Stories in Inclusive Early Intervention Programmes:  Two Constructs in One Context by Lesley Dunn

Breastfeeding Support in Early Childhood Centres: Practice, Policy and Research by Sarah Alexander and Judith Galtry

Strengthening Partnerships Locally and Internationally: Experiences and Reflections from a Norwegian Research Project by Jeanette Rhedding-Jones, Anne-Lise Arnesen, Pål Dingstad, and Nina Rossholt

Research Notes:

  • An investigation into young children’s understanding of numeracy by Margaret Hammond
  • Parents’ and Teachers’ Views of Music for Children Under Two by Danuta Sosna
  • Self-talk or private speech in early childhood education: Complexities and challenges by Beverley Clark
  • Steady and Committed: Early Childhood Postgraduate Students in New Zealand by Caterina Murphy

See abstracts and get more information about Volume 7, 2004.

Volume 6, 2003

ISSN 1174-6122
Guest Editor:  Joy Cullen

The Growth of an Early Childhood Research Culture: Implications for Future Directions in Early Childhood Research by Joy Cullen

A Response to Criticism and Challenge: Early Literacy and Numeracy in Aotearoa / New Zealand by Helen Hedges

Early Childhood Education: A Moral Concern by Anne Kennedy

Reconceptualising Notions of Curriculum: The Case of Te Whaariki by Maggie Haggerty

Preschool Teachers’ Understandings of Some Aspects of Early Childhood Curricula in Norway and Sweden by Marit Alvestad

“I Love Drawing a Hundred Million Years!”. Drawing Self-efficacy and the Messages Kindergarten Children Give and Receive by Rosemary D Richards

Including Parents: Getting it Right Together? by Janis Carroll-Lind and Joy Cullen

Communication in Early Childhood Centres: What Are We Talking About?  by Lorraine McLeod

“Someone is Going to Take the Place of Mum and Dad and Understand”: Teachers’ and Parents’ Perceptions of Primary Care for Infants in Early Childhood Centres by Jean Rockel 

Research Notes:

  • A Journey of Journaling by Kim McEvilly
  • Listening to Teachers Listening to Children: One Child’s Story by Lynne Surman 

See abstracts and get more information about Volume 6, 2003

Volume 5, 2002

ISSN 1174-6122
Editors: Kathleen Liberty; Sandy Farquhar; Judith Duncan

Research as a Journey: The New Researcher as a First-time Traveller by Michael Gaffney

Shoes and Ships and Sealing Wax – Taking a Sociocultural Approach to Interviewing Young Children by Jill Robbins

Beliefs and Principles in Practice: Ethical Research with Child Participants by Helen Hedges

The Visibility and Role of Intersubjectivity and Peer Collaboration in Young Children’s Play and Cognitive Development by Cheryl Greenfield

“I Think it Stopped Me Being So Opinionated” The Impact of a Family Practicum Experience on Student Teachers Professional Development by Helen Hedges and Colin Gibbs

The Response of Solomon Islanders to an Early Childhood Education Partnership Project within New Zealand by Joanna Daiwo

A Critical Pedagogy of Early Childhood Education: The Aotearoa/New Zealand Context by Linda Keesing-Styles

Research Note: 

  • Challenging Developmental Theory in Early Childhood Education by Bella-Jane Hardie
  • She Can’t be Baby Spice … Because She’s Got Black Hair”. Young Children Talking Television by Margaret Brennan
  • An Exploration of the Effects of Implementing Sociocultural based Teaching Strategies in Visual Art Education by Helen Davey
  • The Golden Kiwi Childhood – Is it a Lottery? by Colleen Lockie and Jocelyn Wright

See abstracts and get more information about Volume 5 2002.

Volume 4, 2001

ISSN 1174-6122
Editor: Sarah Alexander
Associate Editors: Sandy Farquhar and Judith Duncan

A Right to Respect and Reciprocity:  Ethics and Educational Research with Children by Helen Hedges

Time and Change:  Multi-Method Research in Early Childhood Education for Children with Special Needs by Kathleen Liberty

Early Childhood Teacher Education in Australia:  Contexts and Challenges for the Birth to Eight Specialisation by Anne Kennedy

Peer Relationship Problems of Young Children Starting A New Year at School by Marie Moore

Perceptions of Communicable Disease Issues in New Zealand Early Childhood Centres by Mike Bedford

Taking the Life out of what you Do:  Kindergarten Teachers Talk Education Changes (1984 – 96) by Judith Duncan

Research Notes and Non-Peer-Reviewed Commentaries

  • Voices for the Record by Sarah Te One
  • Collaborative Research in Early Childhood Care and Education:  Some Issues and Reflections from Recent Experience by Jenny Ritchie
  • A Comparison of how EC Teacher Education Trainees and Engineers Analyse and Plan for a Child who Displayed Traits Associated with Engineering by Kathleen Palmer
  • An Ecological Approach to Practicum Assessment by Linda Keesing-Styles
  • Insiders and Outsiders:  Observing and Assessing Children at Play by Bill Hagan, Helen Anderson and John Jones Parry
  • Researching with Men: Ideas and Strategies for Doing Better by David Mitchell and Philip Chapman
  • Against the Parental Right to Use Corporal Punishment to Discipline Children: Implications for Early Childhood and Primary School Teachers by John A. Clark
  • Future Directions for Early Childhood Research in New Zealand by Michael Gaffney and Anne B. Smith

See abstracts and get more information about Volume 4, 2001

Volume 3, 2000

ISSN 1174-6122
Editor: Sarah Alexander

The Early Years: Conceptual Issues and Future Challenges by Joy Cullen

Assurance: Whose Quality and Whose Assurance? by Marilyn Fleer and Anne Kennedy

Family-Focused Early Intervention: Issues for New Zealand Researchers by Kathleen Liberty

Crossing the Home-School Boundary in Mathematics by Jan Savell and Glenda Anthony

Working with Narratives to Understand the Experiences of Becoming a Parent by Judith Loveridge

You’re Not Batman! Insiders and Outsiders: The Ecology of Discourse  by John Jones Parry, Bill Hagan and Helen Anderson

Teachers’ Perceptions of Environmental Education in Early Childhood  by Cynthia Prince

There’s More to Dance than Meets the Eye by Adrienne Sansom

Teachers’ Beliefs in Relation to Visual Art Education in Early Childhood Centres by Alexandra C Gunn

Teacher Education for Early Childhood through the New Zealand Curriculum Framework by Maggie Haynes

Research Notes:

  • Cultural Tools, Intersubjectivity and Television by Margaret Brennan
  • Kindergarten Teachers’ Professional Development: Views and Experiences by Viv Hampton

See abstracts and get more information about Volume 3, 2000.

Volume 2, 1999

ISSN 1174-6122
Editor: Sarah Alexander
Associate Editors: Lyn Foote and Judith Duncan

Digging Deep: But Who Gets the Pickings When the Researcher Goes Home by Ann Hatherly

Researching the Professional and Private Lives of Women Teachers: Our Quest for Our Own Stories by Kerry Bethell

Contributing to Educational Change as a Teacher-Researcher by Loraine Corrie

Using Action Research to Develop a Professional Development Programme in an Early Childhood Setting by Lorraine McLeod

Technological Tools Supporting the Scaffolding of Learning by Barbara Jordan

Developing a Parenting Programme for Dads by Shelley Auld

Value the Training – Raise the Status by Pat Davey and Jane Ewans 

See abstracts and get more information about Volume 2, 1999.

Volume 1, 1997/8

This volume contains non peer-reviewed articles as it was the first journal volume published.  From Volume 2 the Journal was a peer-reviewed one.
Editor: Sarah Alexander

Introducing Computers to Preschoolers by Claire M. Fletcher-Finn

The Use of Group and Individual Interviews with Young Children by Joy Cullen

Ethnographic Research: Are there Easier Ways to Collect Data?  by Eileen Ledger

Ethical Issues for Early Childhood Researchers by Valerie Podmore.

See abstracts and get more information about Volume 1, 1998

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