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. Moss’ critical approach and Chen’s Asia as ...

The Middle Eastern population in New Zealand has grown significantly in the past two decades. However, little is known about Middle Eastern parents’ expectations and their children’s experiences of the New Zealand early education system. The PhD research on which this article is based was an attempt to address this ...

In te ao Māori, our connection to our maunga and physical landmarks speaks to who we are as a people. Our maunga are also a source of inspiration and direction. This article draws on the symbolism of maunga and describes a Māori process of the way maunga can also act ...

This article stems from participation in a TLRI research study, Renewing Participatory Democracy: Walking with Young Children to Story and Read the Land. It presents an account of the growing awareness of the place-based environmental and cultural relationship between Maunganui Kindergarten and Mauao.

The 2017 refresh of Aotearoa New Zealand’s early childhood education (ECE) curriculum Te Whāriki was undertaken to better guide teachers in understanding their role in supporting children’s learning and to foster alignment of teaching practices, including intentional teaching, across the ECE sector. This article draws on a small-scale research project ...

Autism/takiwātanga causes differences in the way people develop and learn. This research, using case study methodology, focused on teacher interactions with young autistic children in different early childhood education and care settings. The findings indicated most of the teachers included the autistic child through the use of acceptance, good communication ...

This article is based on a 2-year TLRI-funded research project that examined how three early childhood centres explored the ways in which walking, reading, and storying the land with teachers, community members, iwi, and whānau enabled children to experience and learn about their local area, its stories, geology, biodiversity, and ...

Stories are one critical aspect of literacy across the life span. For young children, stories invite engagement in shared thinking, and social and emotional connections with others in family homes and early childhood education settings. In this article, we share key findings from two studies that illustrate ways that story ...

The involvement of whānau in the teaching and learning process is important at every juncture of a child’s educational journey. Rich understanding of the curriculum enables whānau to make deep and meaningful contributions to discussions about their child’s development. It also presents an interesting challenge for educational settings to create ...