Early Education Journal
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Re-conceptualising empathy as a form of prosocial self-regulation in young children: Considering the Reggio Emilia approach as a catalyst for the development of prosocial ways of being
No full textThis position paper outlines the important role of self-regulation in helping young children develop their empathy skills. We contend that self-regulation practices need to be inherently embedded in early childhood education programs to help children develop reciprocal relationships that include empathy at the core. By applying a Reggio Emilia inspired approach to our understanding of empathy, we can begin to see the endless possibilities in this inquiry-driven model where the focus is not to “teach” empathy as a cognitive set of skills to be mastered, but rather to infuse empathy through natural interactions. This paper concludes with three vignettes drawn from the authors’ experiences in international early childhood settings that demonstrate the powerful connections among empathy, self-regulation, and the development of prosocial skills
A data-informed look at how sustained shared thinking can promote child learning and progress
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Using social stories as an intentional teaching strategy
No full textSocial stories are a useful teaching strategy to support all children’s learning. Social stories support children to better understand specific concepts, skills, or situations and are intended to help children apply that knowledge in their everyday interactions. Most empirical research has focused on the use of social stories as an intervention for disabled or neurodiverse children with mixed results. When used well, social stories can support the learning of children with and without disabilities. Social stories do not appear to be widely used in Aotearoa New Zealand early learning services, particularly for children without disabilities. This article is designed to share the first author’s personal journey with social stories and provide early learning kaiako1 with more information to use social stories as a teaching strategy to promote learning
Te aotūroa tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice, and equity from Aotearoa New Zealand (2nd Edition)
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Talanoa, vā and picturebook pedagogy to support Pacific identities in a kindergarten setting
No full textIt is important that children see themselves in the picturebooks that are available to them in their early childhood education [ECE] settings (Adam & Barratt-Pugh, 2021). Pacific picturebooks create spaces for meaningful conversations and emergent curriculum related to the identities, cultures and languages of Pacific families and whānau in the ECE setting. Using a Talanoa-vā approach, the researchers worked alongside teachers in a Pacific kindergarten to observe how they and the children interacted with picturebooks featuring Pacific communities and languages. Three vignettes were created typifying the variety of ways in which teachers and children connected with the picturebooks and each other to make links to the ‘funds of knowledge’ and ‘cultural capital’ of Pacific learners and their families. Many of our findings about the affordances of Pacific picturebooks connect with Te Whāriki (MoE, 2017) and Tapasā (MoE, 2018) which together provide the framework for culturally responsive pedagogy for Pacific learners in ECE settings.