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What do we know about the situation of leadership in early childhood education (ECE) in Aotearoa New Zealand? What can we learn from relevant leadership research? How can we use these insights to...

This article explores early childhood teachers’ and leaders’ early responses to the release of the revised early childhood curriculum, Te Whāriki (Ministry of Education, 2017), with a particular...

Despite implementation of significant legislation and policy initiatives related to human rights and inclusive practices, children with disabilities can still experience discrimination and exclusion...

Practicum is understood as a critical part of initial teacher education, and associate teachers play a vital and influential role for student teachers in their practicum experience. A substantial...


In this article, we discuss findings from a study of how 22 teachers in kindergartens and education and care centres in Aotearoa New Zealand spent their time at work. The teachers filled in time-use...

In this article I discuss how discourses of democratic early childhood education and care (ECEC) as a child’s right, and enterprise discourses of ECEC as a commodity, have constructed teachers’ work...

This article considers the potential of the recently “refreshed” Aotearoa New Zealand early childhood curriculum Te Whāriki, focusing on how the document responds to three serious concerns: the...

This article draws on a small survey of Auckland-area early childhood services to explore “tree climbing as curriculum”. As well as considering how health and safety issues are understood and managed...

An emphasis on critical thinking, a questioning of taken for granted assumptions, and rights-based thinking are framings for many of the articles in this issue.


Early childhood curricula are designed to provide young children with a range of experiences and interactions in order to grow their knowledge, skills, and dispositions for learning. New Zealand...
