In this issue: Te Kākano; children's real questions; hetararchy; social–emotional skills; natural outdoor settings; English as an additional language.

Special issue - Children and childhoods: Agency, anticipation and contribution 

In this issue: Culturally responsive, contextually located infant and toddler caregiving; two year olds in ECE; children’s health in early childhood education; “trissessment”; schema learning theory; embracing the spirit of ako.

In this issue: 

• Picture books to promote understandings of queer cultures, gender, and family diversity
• Rainbows, sameness, and other working theories about identity, language, and culture
• One centre’s approach to supporting crosscultural learning and contribution
• Voices of playgroup: Connecting pedagogy and understandings of early childhood education
• Culturally diverse parenting: An Australian study
• Doing “belonging” in a Swedish preschool

In this issue:

• E tipu e rea: Messages for early childhood practice
• The initiating parent voice: Placing the child at the heart of the dialogue about learning
• Impacts and implications of early childhood education social obligations
• Family composition as depicted in the New Zealand Picture Book Collection
• Self-review processes: Using critical discourse analysis to improve practices in early childhood education settings
• A pedagogy of listening

In this issue:

• Privileging young children’s voices in iPad-supported assessment for learning;
• Parent, whānau, and teacher engagement through online portfolios;
• Assessment for learning: A comparative study of paper-based portfolios and online ePortfolios;
• A case study of dispositional learning from kindergarten to school;
• A study of teaching practices to support child learning and social–emotional competence;
• Towards peace-centred, Te Whāriki-based practice

In this issue:

• Transition portfolios: Another tool in the transition kete
• Communication that supports positive relationships between preschools and schools at the time of children’s transition
• Transition to school: A Swedish perspective
• Parent decision-making about early childhood education: Reducing barriers to participation
• Shifting realities: Immigrant teacher transitions into early childhood settings in Aotearoa New Zealand
• Mapping transitions
• POET programme interviews

In this issue:

·         Digital technologies, play, and learning

·         Questions that matter, conversations that count: Implementing critical literacy with young children

·         Making changes or holding on: Early childhood teachers in Aotearoa New Zealand engage in identity work

·         Recent policy developments and the “schoolification” of early childhood care and education in Aotearoa New Zealand

·         Democracy in early childhood education: How information and communication technology contributes to democratic pedagogy and practices

·         Twenty-six days with “Christa”: Using autoethnography in reflective practice in early childhood education

·         Building culturally respectful learning spaces for Aboriginal children