Early Childhood Folio Vol 16 No. 1 (2012)

This issue of Early Childhood Folio ranges from a big-picture and readable review of the main debates within the literature about play in Western settings, to a small, qualitative, in-depth case study of a single child and the use of narrative inquiry to explore concepts of wellbeing and its link to personal identity. All of the authors draw out clear and sometimes challenging implications for the role of the teacher, making the collection highly relevant to practitioners and those… Read more

This is the first in a series of interviews with researchers whose work has made a difference in the area of early years education. Sarah Boyd interviews University
of Waikato Emeritus Professor Jane Ritchie.

This article discusses the perspectives and experiences of Chinese immigrant parents in New Zealand early childhood settings. The findings suggest that the parents’ behaviour is aimed at raising children with an understanding of both New Zealand and Chinese culture. A key feature of this bicultural development, however, is a disconnect between activities at home and at childcare. The research highlights conflicts involved in forming a cross-cultural community of practice in which immigrants… Read more

Museums offer many opportunities for developing knowledge of the bicultural heritage of Aotearoa New Zealand. This article reports on research involving a kindergarten located in a national museum. It discusses children’s growing understanding of te ao Māori (the world of Māori) through their regular visits to the collections and exhibits in the museum and suggests teachers in early childhood centres may find connecting with their local museum a valuable resource for enhancing bicultural… Read more

This article reviews the literature on the play-based curriculum, which is characterised by tension and debate. It aims to present the literature in a simplified and accessible way, suggesting it can be helpful to see it as falling into five debates over: (1) how much children learn through play; (2) how play might allow power differences; (3) how the preoccupation with play may be just a Western one; (4) how play advocacy assumes all children are the same; and (5) if the stakeholders… Read more

The Infants’ Lives in Childcare research project aims to investigate what life is like for infants in group care from the perspective of infants themselves. One outcome of the project is a greater appreciation of the extent to which preverbal infants strategically employ looking and listening-in behaviour in making meaning within their physical and social worlds. Frame-by-frame analysis of video material illustrates how a 14-month-old in a family day care home strategically engaged with… Read more

Wellbeing is intricately connected with a strong sense of personal identity. This article reports on one study that explores wellbeing through narrative inquiry—a process that draws on the stories told by children, their teachers and their parents, along with the researcher’s analysis and interpretation. Beginning with a brief examination of the policy environment, the article lays out a conceptual framework for the study, to define what is meant by wellbeing.

Te Whāriki has two learning outcomes: dispositions and working theories. The concept of dispositions has been developed much more fully, while working theories has tended to be the “neglected sibling”. This article aims to flesh out the concept of working theories, drawing on a range of sociocultural theories. It provides a work-in-progress definition and examples from a recent research project.