This article discusses the relationship with time in early childhood practice and research. It is based on a 2-year study, Slow Knowledge and the Unhurried Child (2020–21). The study was underpinned by a concern about time pressures within the early childhood education and care  sector and a desire to seek ...

This article draws from a Teaching and Learning Research Initiative research project that aimed to explore how three early childhood centres support children to experience and learn about their local area, including its stories, geology, biodiversity, and cultural meanings. The project helps children envision socioecological futures. This article focuses on ...

The focus of this study is the cognitive process called mentalisation and how it is woven into Te Whāriki. Employing a qualitative content analysis, we sought to examine the embedded expectations and assumptions evident in the curriculum concerning how mentalisation processes and practices should be employed by teachers. Results showed ...

In the context of significant reforms to the curriculum for New Zealand schools, this paper presents an early line of findings from an ongoing ethnographic multi-case study investigating New Zealand primary school teachers’ enactment of informal formative assessment. Data was gathered through observations, interviews and document collection in one Auckland ...

Curriculum development is critically important to the educational enterprise, yet we lack insight into if and how ideal design and development practices are enacted in organizations that create curricular programs and resources intended for large-scale implementation. This study identified essential elements of curriculum development practices which, together, provide a framework ...

Using existing research on digital citizenship education (DCE), postdigital theory, and The New Zealand Curriculum (NZC), this article indicates how schools and teachers can make links between curriculum and a postdigital interpretation of DCE. Although the view of DCE as being cross-curricular presents opportunities to integrate DCE into multiple learning ...

Changes to the New Zealand Ministry of Education’s funding for access to specialist education services in museums and art galleries in Aotearoa New Zealand (enriching local curriculum) has created the potential for an increase in visits to these institutions by young learners, and particularly those in the early childhood education ...

Drawing data (N = 625) from the 2004 Assessment Tools for Teaching and Learning Version 4 database, this article explores how New Zealand Years 11–12 secondary students perceived the importance of learning to read and write in English and how those perceptions related to their reading attitudes and performance ...