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Early Childhood Folio vol. 17 no. 2 (2013)

Contents

Author(s): Linda Mitchell
  Each article in this issue of Early Childhood Folio raises questions about values and aspirations for children, and the power of beliefs, both silent and overt, to influence policy and pedagogy ...
Author(s): Christine Stephen and Lydia Plowman
  This article describes the findings of a series of qualitative research studies which explored the technologies with which children aged 3–5 years old play, the forms of learning related to these activities, and the conditions which shaped their experiences with digital resources. Three forms of...
Author(s): Raella Kahuroa
  This article describes how two critical literacy activities were successfully incorporated into an early childhood centre in Aotearoa New Zealand. The article discusses the design of the activities, how the activities worked in the classroom, and the children’s perceived learning. The article...
Author(s): Alison Warren
  This article explores identity-work stories of three newly qualified early childhood teachers in Aotearoa New Zealand. A small poststructural research study investigated how five newly qualified early childhood teachers understood their identities as teachers. Within the data was evidence of...
Author(s): Sophie Alcock and Maggie Haggerty
  This article responds to an increasing emphasis on early childhood care and education (ECCE) as preparation for academic success and the child as a future economic resource, manifest in various recent government policy initiatives in Aotearoa New Zealand. The article explores the way this...
Author(s): Simon Archard
  Information and communication technology (ICT) is acknowledged as being a significant part of many people’s lives, and for many young children it forms the backdrop to their lives. Research suggests the very nature of some ICT requires relational and collaborative pedagogical practices to...
Author(s): Anna Jo Perry
  In early childhood education in Aotearoa New Zealand it is common practice for teachers to write Learning Stories to document and interpret children’s learning events. What these stories don’t always uncover or articulate, however, are the parallel roles which teachers play in these learning...
Author(s): Merlyne Cruz
  This article presents the voices of Aboriginal Australians who participated in the Children, Carer, Community action research project, which aimed to identify factors for growing responsive and culturally respectful learning spaces in remote West Kimberley. Specifically, responses to two open-...