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The connecting role of playfulness in young children’s communication is explored with a specific focus on children’s playful narratives. Such narratives are useful frameworks for teachers’...
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The main findings from a literature review exploring thinking skills in the early years (for children aged three to seven) are summarised, and some practical recommendations for teachers seeking to...
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This article summarises the main findings from a literature review exploring thinking skills in the early years (for children aged 3 to 7) and provides some practical recommendations for teachers...
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The ideal that early childhood centres in Aotearoa/New Zealand are places where children and families “belong” raises questions for families who are in the process of looking for a centre to “belong...
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The challenges of sociocultural assessment are complex but exciting. Discussion and debate will help to broaden the boundaries and empower practitioners to reconceptualise assessment so that they...
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Being ready, willing, and able to learn are important attributes for four-year-olds. Can early childhood centres encourage persistence?
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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...
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Interviews with nine families about the transition to school for their special needs children showed that parents faced rejection and a multitude of dilemmas over access to resources, specialist...
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Research on teachers’ knowledge in science indicates that those confident in their subject knowledge can provide rich experiences in an integrated learning environment to support children’s...
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How teachers’ subject knowledge in mathematics enhances documentation of young children’s mathematical learning is explored together with strategies for sharing this learning with parents and whānau...
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