When young children move from one educational setting to another, it is important to understand the context of their prior experiences. Most children starting primary school have already experienced transition. Early childhood transitions include starting at an early childhood service or centre, and moving sequentially or concurrently from one early ...

Since 1996 in Aotearoa/New Zealand, we have had a bicultural early childhood curriculum, Te Whāriki (Ministry of Education, 1996). This document was developed with regard to the early childhood field’s commitment to Te Tiriti o Waitangi/Treaty of Waitangi. This treaty, signed in 1840 by the British Crown and Maori chiefs ...

Prejudice often gets in the way of people living together equitably. Learning to see and work with young children’s prejudices and biases is critical in working for equity in the 21st century. Bringing children’s “knowings” about cultural diversity to the fore is essential to this task. Children’s words and silences ...

In order to fully engage with children’s thinking, teachers need to develop practices which allow them to engage in in-depth dialogue with individuals or small groups of children, with minimal interruption, for extended periods of time. This paper looks at one model of what can happen when such a structure ...

The passionate determination shown by one-year old children to play outside led this author to analyse the empowerment offered by outdoor experiences.

Joint attention, where an adult and child share attention to some action, object, or topic, is the basis of communication and learning.  Good quality childcare centres help ensure that children do experience these important social interactions.

There are challenges to be faced when blending elements of two curriculum documents. Here are the tactics used by two teachers who use both the national early childhood education curriculum statement (Te Whāriki), and a planning document for the development and use of the Samoan language in education (Ta`iala).

A fascinating insight into how children learn “to do school”. This study identifies the ways in which children make use of peer modelling and assistance as first they adjust to the classroom climate, and then contribute to it as new five-year-olds join the class. Reprinted from set: Research Information for ...