Supporting Parents Alongside Children’s Education (SPACE) programme is a New Zealand early childhood Centre of Innovation (COI) aiming to support first-time parents with newborn infants in a group setting as they share the journey through their infant’s early months.

Strategies to support children’s active participation in research about them or the conditions of childhood are investigated in this article. Some participatory-research approaches used with children in a kindergarten setting are included.

How teachers’ subject knowledge in mathematics enhances documentation of young children’s mathematical learning is explored together with strategies for sharing this learning with parents and whānau.

Exploring children’s views on their outdoor experiences in an early childhood education setting was the focus of this article, as well as the parents’ and teachers’ views on the value and role of the outdoors in young children’s lives.

The main findings from a literature review exploring thinking skills in the early years (for children aged three to seven) are summarised, and some practical recommendations for teachers seeking to further promote thinking skills in the early years are provided.

Emeritus Professor Anne Smith, from the Children’s Issues Centre at the University of Otago, was asked to distil three key ideas from their work over the years.

As the first early childhood e-Fellow, the author worked with five case-study children at Westmere Kindergarten to research whether Internet and communication technology (ICT) can enhance young children’s storytelling. This article shares the story of one of the case-study children, Casper, to illustrate the overall research findings, which suggest that ...

Can traditional definitions of professionalism be reconceptualised to respond to the unique and evolving characteristics of quality early childhood practice? As part of a larger analysis, this article explores the views of teachers working in care and education settings on the nature of professional behaviour in early childhood education.

This article looks at how the belief system of “special” education can act as a barrier to inclusion in early childhood education for children with disabilities and their families. The author suggests that changes in special education thought and practice are necessary if early childhood education is to progress inclusion ...