Early Education Journal
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Why and how to integrate music into the early childhood classroom
No full textMusic integration in early childhood education fosters holistic development, enhancing physical, cognitive, and social-emotional skills. This research note explores practical strategies for incorporating music into daily classroom routines, regardless of educators' musical expertise. Emphasising the developmental benefits of music, this article outlines methods to support physical coordination, cognitive growth, and social-emotional well-being through singing, movement, instrument play, and creative composition. Practical examples illustrate how teachers can facilitate music-based activities that are accessible, inclusive, and engaging. By embedding music into classroom culture, educators can promote not only musical skills but also essential life skills such as cooperation, self-regulation, and creative expression. The discussion draws on contemporary research and pedagogical theories to support the integration of music as a foundational tool for young learners' development
Reweaving practice: The challenges and opportunities for overseas-trained teachers in Aotearoa
No full textThis opinion piece explores the complex journey of overseas-trained teachers (OTTs) entering New Zealand's early childhood education (ECE) sector. While these educators bring rich professional experience and cultural capital, they face significant challenges aligning their practices with Te Whāriki and bicultural commitments grounded in Te Tiriti o Waitangi. The piece critiques current induction systems, highlighting gaps in cultural mentoring and relational support. It calls for a reimagined induction process that emphasises culturally sustaining pedagogies, iwi partnerships, and reflective practice. The paper advocates for reweaving rather than merely integrating OTTs’ knowledge into Aotearoa’s unique educational fabric, emphasising the transformative potential of well-supported international educators in strengthening culturally inclusive learning environments
Unpacking a Puzzle of Practice: Supporting consistent, intentional and culturally responsive teaching to promote children’s social-emotional competence
No full textIn this article, we describe a Teacher-Led Innovation Fund (TLIF) project focused on enhancing early childhood social-emotional teaching practices, and share insights about intentional teaching. Over a two-year period, our project team used teacher-inquiry and reflective data tools to support and document changes in teachers' use of effective practices to foster children's social-emotional learning. Key findings highlighted shifts in teachers’ understanding of social-emotional competence. Additionally, teachers reported increased confidence and use of effective strategies to facilitate children’s social-emotional competence
Middle Eastern parents’ involvement with their children’s early childhood centres in New Zealand
No full textThis article provides insights into Middle Eastern parents' involvement in their children's early education services in New Zealand and outlines the factors that influence the extent and nature of this involvement. The findings showed that teachers generally had positive perceptions of working with Middle Eastern families and the comments mainly revolved around parents’ willingness to share their culture and get involved with the centre. As will be discussed throughout the paper, several factors inhibited parents’ involvement within the centres, including unfamiliarity with the New Zealand education system and trust issues rooted in past experience. However, the main barrier seems to be a lack of effective communication between parents and teachers. These findings have important implications for early childhood teachers in New Zealand and beyond
“Bringing the Standards to life:” One initial teacher education team's experiences of the key teaching tasks
No full textPracticum is essential to initial teacher education (ITE) programmes as it allows student teachers to apply theoretical knowledge in real-life teaching. In 2019, the Teaching Council of Aotearoa New Zealand introduced new requirements for ITE providers, including the development of key teaching tasks. This study explores how the team from Manukau Institute of Technology's early childhood teaching programme implemented key teaching tasks and the impact on student teachers’ learning. The findings demonstrated that in-depth and ongoing discussions about the key teaching tasks in the classroom prior to practicum helped student teachers connect theory with practice more effectively. Challenges such as limited time to develop in-depth pedagogical understanding during practicum were also noted. The Manukau Institute of Technology team hopes their reflections inspire broader conversations between students, teachers, associate teachers and other ITE providers to enhance key teaching task integration and ensure better outcomes for students and the teaching profession
Manaaki Project: Our path, our connection
No full textThis is a story of how a collaborative project supported children’s transitions from early childhood education to school, bringing benefits for school and kindergarten ākonga
Unique approaches to children’s inquiry in early childhood education in Aotearoa New Zealand
No full textThis paper describes a research project exploring how children’s inquiry approaches are interpreted and enacted by early childhood kaiako in Aotearoa New Zealand. Phase one comprised a qualitative survey sent to all ECE settings registered on the national data base. During phase two, the research team spent time with six early childhood settings that integrate children’s inquiry into their work with children. Findings revealed the six early childhood communities have developed their own unique approaches based on the philosophies, priorities and aspirations of their settings. Whilst Reggio Emilia has been an influence, kaiako have also woven local ideas, pedagogies and theories into their approaches. Of particular interest is how each of the settings in phase two has utilised inquiry as an approach to explore local place—investigating local pūrākau, natural taonga, and other aspects of their communities. In doing so, they have prioritised the development of their bi-cultural practice
The Psychology of Starting School: An Evidence-Based Guide for Parents and Teachers
No full textA review of The psychology of starting school: An evidence-based guide for parents and teachers, by Claire Hughes, Caoimhe Dempsey, and Elian Fink (2024)
Early Childhood in the Anglosphere: Systemic Failings and Transformative Possibilities
No full textA review of Early childhood in the Anglosphere: Systemic failings and transformative possibilities, by Peter Moss and Linda Mitchell (2024). UCL Press. https://doi.org/10.14324/111.978180008253
The implementation of te reo Māori for student teachers and certificated teachers within early childhood education
No full textAs part of honouring Te Tiriti o Waitangi, teachers in Aotearoa New Zealand are expected to embed te reo Māori in their teaching practice, and Te Whāriki, our national curriculum for Early Childhood Education (ECE) emphasises the importance of teachers weaving te reo Māori me ōna tikanga into their everyday curriculum. To support Te Tiriti-honouring practice, pre-service teachers are expected to develop Māori language and cultural competence skills throughout their programme of study. Research presented in this paper investigated a small group of pre-service and in-service teachers’ experiences of how te reo Māori me ōna tikanga is incorporated in ECE centres. The findings reveal that participants identified the need for more Māori speaking teachers, clearer leadership, and professional learning and development to support holistic integration of te reo Māori in ECE settings. The findings also emphasise the importance of taking a team approach avoiding tokenism and increasing teacher confidence