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Early Childhood Folio 5 (2001)


Author(s): Linda Mitchell
Author(s): Cathy Wylie
The latest findings from the longitudinal Competent Children project show that early childhood education continues to have important bearings on children’s performance at age 10. Early childhood education quality is particularly important.
Author(s): Val Podmore, Helen May, and Margaret Carr
One challenge posed by the development of Te Whāriki is to ensure that assessment and evaluation processes associated with its implementation are in the interests of children and their families. The approach we developed and trialled is closely connected to the strands of Te Whāriki, and starts...
Author(s): Sally Peters
Literacy and numeracy have been receiving increasing attention in New Zealand in recent years. This paper discusses how early childhood practitioners might respond to current initiatives in the area of numeracy. Suggestions are offered for fostering early numeracy in ways that are consistent with...
Author(s): Carmen Dalli
Five case studies of starting childcare show that this experience is a complex one for all involved: children, mothers, and teachers. This article presents elements of the experiences of the participants in the study.
Author(s): Val Podmore, Le’autuli’ilagi Sauvao, and Lia Mapa (with Ina Mora, Tapaeru Tereora, and Suria Timotea)
When young children move from one educational setting to another, it is important to understand the context of their prior experiences. Most children starting primary school have already experienced transition. Early childhood transitions include starting at an early childhood service or centre,...
Author(s): Jenny Ritchie
Since 1996 in Aotearoa/New Zealand, we have had a bicultural early childhood curriculum, Te Whāriki (Ministry of Education, 1996). This document was developed with regard to the early childhood field’s commitment to Te Tiriti o Waitangi/Treaty of Waitangi. This treaty, signed in 1840 by the British...
Author(s): Glenda MacNaughton
Prejudice often gets in the way of people living together equitably. Learning to see and work with young children’s prejudices and biases is critical in working for equity in the 21st century. Bringing children’s “knowings” about cultural diversity to the fore is essential to this task. Children’s...