Comment

This issue includes a literature review of theory and research around children’s working theo[1]ries; ways in which teachers purposefully inte[1]grated the sounds, smells, tastes, sights, and textures that were known to the child, and new sensations for the child to affirm and extend the child’s sense of belonging; and case studies of four teaching and learning episodes where “everyday democratic practice” is enacted. There is also a thoughtful analysis of preservice teacher professional identity and whether and how Initial Teacher Education enables the development of advocate activist identities. Two articles raise issues that lend themselves to policy solutions in particular: an article on the impact of noise in ECE, and an article on integrated ECE service provision that is related to initiatives formulated in He Taonga te Tamaiti. Every Child a Taonga. Early Learning  Action Plan 2019–2029.