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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...

When children in Aotearoa New Zealand begin school at 5 years of age they take with them a wealth of learning. For the majority of children transitioning from early childhood education to school this...


Children’s participation rights are articulated in articles 12 and 13 of the United Nations Convention on the Rights of the Child. They are at the core of the theory that underpins the...

Te Whāriki has two learning outcomes: dispositions and working theories. The concept of dispositions has been developed much more fully, while working theories has tended to be the “neglected sibling...

It is with great pleasure that we write an introduction to this special issue of the Early Childhood Folio on key learning competencies across place and time. Publication of these working papers (...

The articles in this edition of Early Childhood Folio are likely to generate thinking that challenges taken-for-granted practice and beliefs. They all draw on research within early childhood settings...


This article examines the early childhood curriculum in action by looking at two oppositional forces that are at play: authoritative discourse (which is perceived as uncontestable) and internally...

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...

The authors work with infants and toddlers and had become interested in rethinking the language associated with learning dispositions in documented Learning Stories. They decided to develop a...


