Early Education Journal
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The ambiguous presence of children’s mental health in the context of the COVID-19 pandemic in early childhood curriculum
No full textIn the context of the continuing pandemic, it has become apparent that the new global circumstances put a strain on the holistic well-being of children and their families. The experience of social distancing, prolonged lockdowns, long periods of separation from extended family, as well as extra stress associated with the anticipated economic crisis, have negatively affected all aspects of families’ well-being, particularly mental health. This position statement seeks to increase attention to children’s mental health and calls for further discussion on mental health to be included in the current early childhood curriculum
Reo Rua Pukapuka Pikitia: Whānau drawing on their community cultural wealth to create strategies for developing Te Reo Rangatira
No full textThe use of Te Reo Māori in Early Childhood Education in Aotearoa New Zealand is mandated in the ECE curriculum. Research shows that picturebooks are powerful tools in language learning, but there is a lack of research concerning the use of bilingual picturebooks by whānau to support Māori language learning in a New Zealand kindergarten. This research presents findings from a 4-week programme in which five whānau members were introduced to several types of dual language picturebooks (Reo Rua Pukapuka Pikitia, RRPP) in a Puna Pukapuka Pikitia (PPP). Whānau explored RRPP and suggested how they could bring Reo Rangatira from RRPP into their homes to support language learning. Their suggestions aligned with Ellis’s principles of effective language teaching (Ellis, 2010) including the development of formulaic phrases, following the ways in which tamariki naturally learn language, encouraging opportunities for tamariki to speak and listen, as well as having interactions linked to RRPP
Together is best - Partnership in assessment in a digital world
No full textWhen teachers and parents share ideas about children’s learning the possibilities for understanding and extending a child’s development is enriched. The New Zealand (NZ) early childhood curriculum embraces this partnership with the understanding that parents will contribute expert knowledge of their child to enrich formative assessment practices. With the advent of digital communications, there has been a shift towards parents and teachers communicating about children’s learning through an ePortfolio. This article discusses parent-teacher partnerships in formative assessment and how an ePortfolio has evolved as a tool for sharing information between home and the centre. Themes relating to the nature of parent-teacher communication through an ePortfolio that have emerged from NZ research are outlined. Lastly, I share my ongoing learning in ePortfolio usage, encouraging the reader to consider how teachers and parents can utilise the ePortfolio to build collaborative understandings of children’s interests/expertise in order to inform future learning
Teachers’ Perceptions of Fathers’ Participation in Early Childhood Education in New Zealand
No full textFathers’ participation in Early Childhood Education (ECE) has been recognised to have a positive influence on young children’s and their families’ well-being. Teachers’ beliefs and attitudes have been reported to be a factor that potentially impacts on fathers’ participation. The current study investigates teachers’ perception about fathers’ participation in ECE and further suggests ways to enhance fathers’ participation. To this end, 100 teachers working in ECE centres, ranging from relief teachers to managers, were asked to fill a questionnaire. The findings showed that 87% of ECE teachers from different age groups, educational degrees and occupational positions, feel satisfied when they have more communications with fathers and believe fathers need to be involved with ECE programmes. More detailed findings and pertinent implications are discussed. 
Using scale tools to enhance communication practices at Daisies Te Pihinga, A TLIF Round 5 inquiry
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The Tāmaki Makaurau Associate Teacher Network: : A reflection on a decade+ of AT support.
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I am strong in mind, heart, and body and we are all connected; : ki te kaha ahau me whakairo, me ngākau, me tinana, he wairua tatou katoa
No full textNot applicabl
The Experiences of Rural Playcentres: Under-Supported, Under Valued and Under Attack
No full textIn rural settings, Playcentres provide valuable social support and relief from isolation, promoting a sense of family, community, and friendship. However, rural parents-as-educators are feeling the pressures of changes within the Playcentre Aotearoa governing body, and from the Ministry of Education, to the point where closures of rural centres are becoming a reality. Should rural Playcentres close, for some, the consequences are that their children lose out on an early education. This paper discusses the findings of a recent research project that investigated the beliefs, experiences and perceptions of rural Playcentre parents-as-educators, from the perspective of a rural Playcentre member. The study highlighted the need for greater attention to the role of rural Playcentres, their value to local communities, and the potential tragedy of closures and the loss of early education opportunities. In response to these findings, I argue that the role of Playcentre in rural Aotearoa is under-supported, undervalued, and under attack, and advocate for increased funding and policy commitments to ensure that the future of Playcentre as a unique ECE offering is assured
Perceptions of leadership in New Zealand early childhood services
No full textThis paper reports on a recent doctoral study that investigated how educational leadership is practised through internal evaluation processes in New Zealand ECE services.
The findings unveiled a complexity in the ways in which ECE teachers identified with leadership which in turn, challenged teachers to practise educational leadership. Teachers’ understandings of leadership were framed by their personal and professional experiences, and they agreed that leadership needed to be relationship based, strength based, distributed, and linked to vision and values. Teachers’ feedback highlighted how there was a tension in the ways in which they conceptualised their own leadership; while they acknowledged that leadership was an expectation of everyone, they also believed that leadership would only be shown by those with a formal position and title. Teachers were often unaware of their own leadership practices, viewing their everyday practices as teaching responsibilities, that did not relate to leadership. The introduction and unpacking of an educational leadership definition provided a useful tool for teachers to further develop their self-identity as leaders and build an awareness of their existing leadership practices
