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Early Childhood Folio vol. 19 no. 2 (2015)

Contents

Author(s): Linda Mitchell

All the articles in this edition have implications for inclusive teaching and learning practice. Each suggests some ways to make visible and understand the knowledge residing in families and communities and the use of resources to support inclusive pedagogy ...

Author(s): Lesley Rameka

Traditional Māori society was founded on belief systems, principles, ideals, and values defined and handed down by ancestors, rather than through a set of laws as is more common in western societies. Whakataukī (proverbs, sayings) were one way Māori used to set down, reinforce and transmit these...

Author(s): Marjolein Whyte

Assessment practice suggested in Te Whāriki, Aotearoa New Zealand’s early childhood curriculum, aspires to involve parents in the planning for their child’s learning. The narrative documentation of children’s learning, known as learning stories, is an example of such assessment. While the New...

Author(s): Judi Randall

In 2013, attending an early childhood education (ECE) service became a social obligation for children of beneficiaries in New Zealand. This article draws on stories gathered through interviews in a qualitative study of the effects of ECE social obligations on affected families and whānau. This...

Author(s): Nicola Daly

Families are central to the lives of children, and in New Zealand there is a great diversity of family configurations. Bishop (1990) has described children’s literature as having a dual purpose. It may provide a window into another world and it may also act as a mirror for the lives of the...

Author(s): Angel Chan and Maureen Perkins

Early childhood teachers are expected to participate in regular self-review processes that often include the analysis of documents such as centre philosophy and policies. The Education Review Office has identified the need for better analysis of the information gathered for self-review. This...

Author(s): Kathryn Hawkes

This article explores findings from a study based on experiences of children, parents, and teachers in a changing early childhood education service. The theoretical framework of social constructionist theory underpinned the study. This theory values the multiplicity of meaning-making processes...