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Early Childhood Folio vol. 23 no. 2 (2019)
Contents
This article explores early childhood teachers’ and leaders’ early responses to the release of the revised early childhood curriculum, Te Whāriki (Ministry of Education, 2017), with a particular focus on teaching and assessment of literacy. The study involved a convergent mixed-method design. Data...
Despite implementation of significant legislation and policy initiatives related to human rights and inclusive practices, children with disabilities can still experience discrimination and exclusion in multiple areas of their lives, including in early childhood education (ECE). Evidence of a gap...
Teaching is a highly complex and political endeavour, and as teachers we need to be courageous as we support children to make sense of the increasingly complex and diverse societies that we live in. My doctoral research highlighted a number of issues related to teachers and curriculum. Te Whāriki,...
In this article we present some initial findings from a Teacher-led Innovation Fund study undertaken in a kāhui ako based in the small community of Dannevirke. Teachers from the eight early childhood education (ECE) services and six schools have worked together to explore teacher practice and...
Practicum is understood as a critical part of initial teacher education, and associate teachers play a vital and influential role for student teachers in their practicum experience. A substantial amount of research has focused on understanding the perspective of student teachers during their...
Professionalism in early childhood teaching is shaped within contexts, relationships, and multiple discourses of professionalism, as well as historical and enduring maternalism. This article uses posthumanist ideas from Deleuze and Guattari to reframe professionalism as produced in relationships...