Who helps the professional pre-school workers or takes their place? And what is in it for the volunteers? A description of the typical N.Z. pre-school volunteer. (From set: Research Information for Teachers, 1978, No. 2)

New Zealand participation rates for under-3-year-olds in ECE services continue to show the biggest growth rates across the 0–5-year-old age range. Yet policy provisions to safeguard high-quality experiences in their early years settings continue to lag behind research-based indicators of high-quality provision for this age group. This article traces the ...

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 ...

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 ...

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 ...

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 ...