Alexandra C. Gunn and Nicola Surtees
Early Childhood Folio Vol. 15 No. 1 (2011)
27
This article looks at the experiences of same-gender parents and their children when they encounter and challenge heteronormativity in early education settings. Drawing on a study that investigated how lesbians and gay men create and maintain family in contemporary New Zealand society, the article highlights the disparity between family experiences and inclusive legislation and policy and draws attention to practices that affirm these families’ diversity and protect their rights to full inclusion.
Gavin T. L. Brown
Assessment Matters 3: 2011
45
The conceptions teachers have about assessment are assumed to influence their practices and to be consistent with the jurisdictional and policy frameworks in which they work. This paper compares two groups of teachers (i.e., New Zealand primary and secondary) in response to the Teachers’ Conceptions of Assessment (TCoA–IIIA) self-administered survey inventory.
Tanya Wendt Samu
Curriculum Matters 7: 2011
175
The Ministry of Education is endeavouring to build an education system that is responsive to the challenges of the 21st century. This includes revising the school curriculum and a major investment in programmes of research and development. This paper examines the discourses relating to diversity and education that have become embedded in the very foundations of national education policy and subsequent practice.
Sarah Te One
Early Childhood Folio Vol 14 no.1 (2010)
13
Advocating for children’s rights in early education is an important role for teachers. This role has many challenges, not least of which is understanding what children’s rights are and how they can be used effectively to support children’s learning. This article reports on how teachers in an early care and education centre advocated for children’s rights.
Kari Smith
Assessment Matters 2 : 2010
6
The aim of this article is to clarify some key concepts in the current Norwegian discourse on assessment, the importance of which is essential in working with teachers on developing competence in assessment for learning. Competence is reflected in teachers’ assessment practice, which includes the ability to design a cohesive assessment activity. This is a complex task, which is illustrated by two scenarios presenting the link between the many decisions teachers have to make during the process.
Iris Duhn with Marina Bachmann and Kate Harris
Early Childhood Folio Vol 14 no.1 (2010)
2
Global issues, such as ecological sustainability, can be difficult topics to address in early childhood education. This article reports on a research project exploring an approach based on the idea of “global citizenship”—where care for self, others and the environment are inextricably intertwined. It gives the perspective of one of the researchers and two teachers from a participating Auckland centre.
Jenny Ritchie
Early Childhood Folio Vol 14 no.2 (2010)
2
The New Zealand early childhood curriculum, Te Whāriki, has a sociocultural emphasis. As a result it places importance on relationships with families, and the validation of children’s cultures. Yet questions could be asked about how visible culture(s) are within early childhood practice, in terms of whose cultures are being represented, and how this is determined. This article explores these notions, drawing on recent research to illustrate some pathways for deepening the sociocultural nature of early childhood practice in Aotearoa.
Christopher DeLuca , Don A. Klinger, Michelle Searle, and Lyn M. Shulha
Assessment Matters 2 : 2010
20
Given the recent movement toward standards-based education there is a heightened need for teacher competency in the area of assessment and evaluation. However, despite demands for teacher assessment literacy, there are few instances of mandatory assessment courses in preservice teacher education programmes. Further, there is generally a lack of research guiding the development of effective assessment curricula for initial teacher learning in this area. This study presents one institution’s response to developing an assessment curriculum for approximately 700 preservice candidates.
Brent Mawson
Early Childhood Folio Vol 14 no.1 (2010)
18
This article explores the pedagogy of New Zealand early childhood teachers who have consciously adopted ideas from the early childhood programme of the Italian city of Reggio Emilia. It follows the learning experiences of children involved in a project investigating cows, milking and dairy processing that emerged from children’s interests related to Chinese New Year celebrations for the Year of the Ox.
Carol Bartle and Judith Duncan
Early Childhood Folio Vol 14 no.2 (2010)
31
In developing Ministry of Health guidelines for early childhood education (ECE) services to support breastfeeding, the authors of this article consulted widely with the health and ECE sectors early in 2009. The article discusses the main themes and issues raised by the parents, educators, advocates and health representatives who participated.
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