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Early Childhood Folio vol. 28 no. 1 (2024)
Contents
This article discusses the relationship with time in early childhood practice and research. It is based on a 2-year study, Slow Knowledge and the Unhurried Child (2020–21). The study was underpinned by a concern about time pressures within the early childhood education and care sector and a desire...
This article draws from a Teaching and Learning Research Initiative research project that aimed to explore how three early childhood centres support children to experience and learn about their local area, including its stories, geology, biodiversity, and cultural meanings. The project helps...
As part of ongoing collaborations with asociate and mentor teachers, we explore teachers’ decision making in order to help student teachers and others become aware of the myriad decisions and political choices made by teachers in their everyday work with children. In this article we are...
Stories are a way that children under 3 years of age learn to share meaning with others. Most research with this age group has focused on 1:1 parent–child story relationships at home, largely book reading. These studies have positioned children in the role of story listeners rather than story...
Recognising children as active and competent citizens holds promise for early childhood research and pedagogies worldwide. Researchers in China have not previously explored young children’s citizenship in detail. The project that is the focus of this article sought to address this research gap....
The focus of this study is the cognitive process called mentalisation and how it is woven into Te Whāriki. Employing a qualitative content analysis, we sought to examine the embedded expectations and assumptions evident in the curriculum concerning how mentalisation processes and practices should...