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

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 sense of belonging; and case studies of four teaching and learning episodes where “everyday democratic practice” is enacted. There is also a thoughtful analysis of preservice teacher professional… Read more

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 experiences, focus group discussions, and interviews to consider ways in which teachers purposely integrated sensory experiences from children’s home countries within the curriculum in order to… Read more

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, children are positioned to become engaged citizens. This article follows the work of four teachers at one centre, sharing four episodes of their teaching where democratic practice is evident.

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 critical mentality to engage with robust professional discourses (e.g., social justice, inclusion) and construe themselves as advocate–activists for a socially just, equitable, and inclusive ECE and… Read more

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 sensitivity to children’s needs and fewer direct interactions with them. Longer term, local and international research indicates correlations between excessive noise in early childhood education (ECE… Read more

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 collaboration, the nature of these relationships, and benefits that are being derived from them. A total of 79 online surveys, supplemented by follow-up interviews, confirmed that ECE centres presently… Read more

Working theories form an overarching learning outcome interdependent with learning dispositions in Te Whāriki. Working theories encompass children’s embodied, communicative, and social efforts to learn, think, and develop knowledge that enables children to participate effectively in their families, communities, and cultures. To support children’s learning and participation, kaiako are expected to engage with children’s working theories in respectful, reciprocal, and responsive interactions.… Read more