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Early Childhood Folio vol. 25 no. 1 (2021)

Contents

Author(s): Linda Mitchell
This issue includes a literature review of theory and research around children’s working theo[1]ries; ways in which teachers purposefully inte[1]grated the sounds, smells, tastes, sights, and textures that were known to the child, and new sensations for the child to affirm and extend the child’s...
Author(s): Linda Mitchell and Bronwen Cowie
This article analyses data from a study that explored the role of early childhood education in supporting a sense of belonging for immigrant children and families in Aotearoa New Zealand, whilst sustaining their connections with homes and homelands. We draw on teachers’ documentation of curriculum...
Author(s): Raella Kahuroa
The enactment of everyday democratic practice in early childhood settings supports children to practise being active agents in their own lives. Through learning to take action on matters of importance, practising collaboration and listening, and seeing that their ideas matter and have significance...
Author(s): Olivera Kamenarac
The article opens a conversation about specificities and complexities of the positioning and identity constructions of early childhood (ECE) preservice teachers within initial teacher education (ITE) spaces and places. It draws on a study on if/how ITE can support preservice teachers to build a...
Author(s): Susan Bates, Wyatt Page, and Sue Stover
Excessive noise levels in early childhood centres have a direct impact on the learning of young children, as well as on the wellbeing of teachers. Psycho-acoustic studies show that noise is a key factor contributing to elevated adult stress levels and annoyance, leading to lower levels of adult...
Author(s): Joanne Alderson, Donna Kenny, and Rick Fisher
This article reports on research conducted in New Zealand that deals with early childhood education (ECE) centre working relationships with external organisations, including agencies, social services, and other education providers. The goal of the research was to identify the types of current...