Imagine you are an immigrant early childhood teacher ... This article tells your story of transition and diversity. It interweaves tensions and complex realities, and explores issues and concerns for immigrant teachers in the cultural places and relational spaces of early childhood settings. Using teacher narratives and a post-structural discourse analysis, this article ...

Relationships between children’s preschool and school educators are regarded as an important influence on children’s transition to school. This article reports on a study which investigated the nature of communication between preschools and schools in Australia. The strengths and weaknesses of communication reported by educators indicate elements which build positive relationships between settings ...

This article reports findings from an ethnographic study aiming to deepen the understanding of the transition from preschool into school, with special regard to participation and learning, from the perspective of students and teachers involved. The results show that, although children appear well prepared and comfortable facing school, a system that requires two ...

This article is about the barriers and supports experienced by “priority” (defined by the Ministry of Education as Māori, Pasifika and low socio-economic status) families in making decisions and enrolling their children in early childhood education (ECE). It draws predominantly on data from interviews with parents to examine some of the key ways ...

Maps have become a common feature of early childhood research. They have been used to provide the groundwork for research—describing the landscape in which research is to take place—as well as representing research outcomes. Sometimes, maps are used as illustrations; at other times they are considered objects of text requiring interpretation. Despite the multiple ...

Pedagogies of Educational Transitions [POET] (described in the introductory Comment to this issue of Early Childhood Folio) brings together a wealth of expertise from the five countries involved. The staff exchange programme sets up a series of reciprocal interactions, among both researchers and their research projects. Each of the participating researchers is involved ...

The rights of children with disabilities to access and fully participate in early childhood education and care (ECEC) centres are protected by key international legislation including the United Nations Convention on the Rights of the Child, and the Convention on the Rights of Persons with Disabilities. Furthermore, Aotearoa New Zealand’s ...

In New Zealand there is currently no one definition of what it means for a child to be categorised as “gifted and talented”. The very notion of “giftedness” is in itself unclear, with teachers holding varying levels of understanding. This is problematic, making identification complex and pedagogical decision-making ad hoc ...