Early Childhood Folio vol. 29 no. 1 (2025)

Dame Iritana Tāwhiwhirangi (Ngāti Porou, Ngāti Kahungunu, Ngāpuhi) was born on 21 March 1929 in Wharekahika, East Coast, the daughter of Matenga Matuakore Thatcher and Winirangi Albert (nee Chelsey), and recently passed on 1 February 2025. This article chronicles four decades of dedicated struggle and visionary leadership in Dame Iritana’s profoundly influential work with Te Kōhanga Reo, and concludes with some thoughts about the future.

This qualitative study examined distributed leadership enactment within Whānau Manaaki Kindergartens in Aotearoa New Zealand, exploring effective practices, systems, and processes. Drawing on perspectives from teachers, positional leaders, and chief executives, findings revealed that intentional, values-based, supportive structures alongside clearly communicated leadership expectations enable effective distributed leadership. The article offers practical recommendations.

Research confirms kaiako with disabilities promote diversity and inclusivity in ECE settings, yet face barriers limiting professional opportunities. This study surveyed ECE student kaiako and practising kaiako with disabilities about their preservice and inservice experiences. Analysis revealed accommodation types enabling success in initial teacher education and ECE settings. Findings emphasise providers’ and employers’ legislative responsibilities to provide reasonable accommodations… Read more

The notion of children's working theories is an overarching outcome of Te Whāriki, Aotearoa New Zealand's early childhood curriculum. Growing research examines children’s working theories and teacher support strategies. This article draws on doctoral research to present the spiral of working theory development model, providing a framework for understanding working theory development processes. Teachers can use this model to enhance strategies for fostering and supporting working theory… Read more

Transitions into early childhood education in a new country can be challenging for refugee and migrant children, their families, and teachers. This article presents pilot study findings that explored how two ECE centres, collaborating with a settlement centre, support positive transitions for families entering ECE settings. Research highlights responsive practices, or the "little things" that ECE teachers and Settlement Centre staff do daily to support families' transitions. Findings… Read more