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How do teachers use their interests to support teaching and learning episodes with children? How is the national early childhood curriculum, Te Whāriki, implemented by teachers? This article...
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This article explores teaching games of chase in the early childhood curriculum. It identifies three areas of teacher involvement: (1) developing a framework for playing games, which prompts the...
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The views that early childhood teachers have of children and childhood are informed by the rhetoric and theories of early childhood, their cultures, life stories, philosophies, and ongoing...
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This article presents findings from a doctoral study which examined the ways teaching teams in six New Zealand early childhood education (ECE) centres fostered and supported young children’s...
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This article reports from a Teacher-led Innovation Fund project that investigated connecting practices and resources for mathematical learning between a kindergarten and the first year of school....
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This study examined factors that influence and are influenced by the co-construction of pedagogical documentation by educators and children in early learning settings. Throughout a 6-month period,...
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An intentional teaching approach provided a Wellington kindergarten with valuable avenues for supporting the teaching and learning of young children from refugee and immigrant backgrounds. Despite...
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Weaving is a significant metaphor for kaiako in Aotearoa New Zealand. Te Whāriki is central to their professional lives. At Daisies Early Education and Care Centre (hereafter Daisies), the strands in...
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The 2020 COVID lockdown provoked the early childhood team at Manukau Institute of Technology to radically rethink how practicum was assessed. The usual approach of an “in-centre” observation followed...
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The New Zealand early childhood curriculum, Te Whāriki, encourages teachers to intentionally implement learning experiences so children learn about and through the visual arts. Acknowledging the...
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