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The introduction this year of the draft key competencies (paralleling the five strands of Te Whāriki) brings an exciting new development to the early childhood as well as the primary and secondary...
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An investigation of adult–child and child–child interactions in relation to children's schema interests, within the domain of early literacy. The authors explore continuity between...
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A child’s spontaneous literacy efforts are more likely to be connected to writing than to reading. This study found that children’s early efforts to write are not mediated through oral...
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English participants in a cross-national study frequently discussed concepts of independence and risk, often seeing independence as structured choice making and risk to children as...
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This article highlights some concerns about the effect of excessive noise levels on children with special needs in early childhood centres.
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Road safety education for young children requires more than games, rhymes, and worksheets; it needs to be linked to everyday experiences of traffic and addressed “little and often”. This...
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Early childhood programmes already feature many technological artefacts, such as blocks, collage materials, and construction kits—but is technology education happening in these centres?...
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Centre-based models of early childhood care and education provision dominate the early childhood landscape, and “taken-for-granted” practices tend to reflect centre-based discourse. Home-...
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How do early childhood teachers describe and enact their ideas about the curriculum? Two researchers, one from each side of the Tasman, describe how they have separately attempted to...
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There is a widespread expectation that acquiring ICT skills and experiences during childhood will be critical for later success in the workplace. The writers examine some of the issues and evidence...
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