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Publisher: RMIT Publishing   (Total: 400 journals)

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Showing 1 - 200 of 400 Journals sorted alphabetically
40 [degrees] South     Full-text available via subscription   (Followers: 2)
Aboriginal and Islander Health Worker J.     Full-text available via subscription   (Followers: 14)
Aboriginal Child at School     Full-text available via subscription   (Followers: 5)
About Performance     Full-text available via subscription   (Followers: 12)
Access     Full-text available via subscription   (Followers: 26)
ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies     Full-text available via subscription   (Followers: 10)
Accounting, Accountability & Performance     Full-text available via subscription   (Followers: 14)
ACORN : The J. of Perioperative Nursing in Australia     Full-text available via subscription   (Followers: 17, SJR: 0.103, h-index: 4)
Adelaide Law Review     Full-text available via subscription   (Followers: 20)
Advocate: Newsletter of the National Tertiary Education Union     Full-text available via subscription   (Followers: 1)
Agenda: A J. of Policy Analysis and Reform     Full-text available via subscription   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 3)
Agricultural Commodities     Full-text available via subscription   (SJR: 0.102, h-index: 8)
Agricultural Science     Full-text available via subscription   (Followers: 5)
AIMA Bulletin     Full-text available via subscription   (Followers: 4)
AJP : The Australian J. of Pharmacy     Full-text available via subscription   (Followers: 10, SJR: 0.102, h-index: 5)
Analysis     Full-text available via subscription   (Followers: 4)
Ancient History : Resources for Teachers     Full-text available via subscription   (Followers: 2)
Anglican Historical Society J.     Full-text available via subscription   (Followers: 3)
Annals of the Royal Australasian College of Dental Surgeons     Full-text available via subscription   (Followers: 4, SJR: 0.101, h-index: 11)
ANZSLA Commentator, The     Full-text available via subscription   (Followers: 4)
Appita J.: J. of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 10, SJR: 0.18, h-index: 27)
AQ - Australian Quarterly     Full-text available via subscription  
Arena J.     Full-text available via subscription   (Followers: 1)
Around the Globe     Full-text available via subscription   (Followers: 1)
Art + Law     Full-text available via subscription   (Followers: 12)
Art Monthly Australia     Full-text available via subscription   (Followers: 8)
Artefact : the journal of the Archaeological and Anthropological Society of Victoria     Full-text available via subscription   (Followers: 3)
Artlink     Full-text available via subscription   (Followers: 5)
Asia Pacific J. of Clinical Nutrition     Full-text available via subscription   (Followers: 9, SJR: 0.672, h-index: 51)
Asia Pacific J. of Health Management     Full-text available via subscription   (Followers: 3)
Aurora J.     Full-text available via subscription  
Australasian Biotechnology     Full-text available via subscription   (Followers: 1, SJR: 0.1, h-index: 8)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 6)
Australasian Drama Studies     Full-text available via subscription   (SJR: 0.101, h-index: 2)
Australasian Epidemiologist     Full-text available via subscription  
Australasian Historical Archaeology     Full-text available via subscription   (Followers: 7)
Australasian J. of Early Childhood     Full-text available via subscription   (Followers: 4, SJR: 0.174, h-index: 1)
Australasian J. of Gifted Education     Full-text available via subscription   (Followers: 4, SJR: 0.115, h-index: 3)
Australasian J. of Human Security, The     Full-text available via subscription   (Followers: 3)
Australasian J. of Irish Studies, The     Full-text available via subscription   (Followers: 9)
Australasian J. of Regional Studies, The     Full-text available via subscription   (Followers: 1)
Australasian Law Management J.     Full-text available via subscription   (Followers: 8)
Australasian Leisure Management     Full-text available via subscription   (Followers: 1)
Australasian Musculoskeletal Medicine     Full-text available via subscription   (Followers: 2)
Australasian Music Research     Full-text available via subscription   (Followers: 3)
Australasian Parks and Leisure     Full-text available via subscription   (Followers: 2)
Australasian Plant Conservation: J. of the Australian Network for Plant Conservation     Full-text available via subscription   (Followers: 4)
Australasian Policing     Full-text available via subscription   (Followers: 5)
Australasian Public Libraries and Information Services     Full-text available via subscription   (Followers: 41)
Australasian Review of African Studies, The     Full-text available via subscription   (Followers: 2)
Australian Aboriginal Studies     Full-text available via subscription   (Followers: 9, SJR: 0.109, h-index: 6)
Australian Advanced Aesthetics     Full-text available via subscription   (Followers: 4)
Australian Ageing Agenda     Full-text available via subscription   (Followers: 5)
Australian and Aotearoa New Zealand Psychodrama Association J.     Full-text available via subscription  
Australian and New Zealand Continence J.     Full-text available via subscription   (Followers: 3)
Australian and New Zealand Sports Law J.     Full-text available via subscription   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Bookseller & Publisher     Full-text available via subscription   (Followers: 1)
Australian Bulletin of Labour     Full-text available via subscription   (Followers: 3)
Australian Canegrower     Full-text available via subscription   (Followers: 2)
Australian Coeliac     Full-text available via subscription   (Followers: 2)
Australian Cottongrower, The     Full-text available via subscription   (Followers: 1)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 7, SJR: 0.143, h-index: 4)
Australian Family Physician     Full-text available via subscription   (Followers: 3, SJR: 0.364, h-index: 31)
Australian Field Ornithology     Full-text available via subscription   (Followers: 4, SJR: 0.141, h-index: 6)
Australian Forest Grower     Full-text available via subscription   (Followers: 4)
Australian Forestry     Full-text available via subscription   (Followers: 2, SJR: 0.252, h-index: 24)
Australian Grain     Full-text available via subscription   (Followers: 3)
Australian Holstein J.     Full-text available via subscription   (Followers: 1)
Australian Humanist, The     Full-text available via subscription   (Followers: 3)
Australian Indigenous Law Review     Full-text available via subscription   (Followers: 17)
Australian Intl. Law J.     Full-text available via subscription   (Followers: 27)
Australian J. of Acupuncture and Chinese Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.106, h-index: 3)
Australian J. of Adult Learning     Full-text available via subscription   (Followers: 13, SJR: 0.159, h-index: 7)
Australian J. of Advanced Nursing     Full-text available via subscription   (Followers: 10, SJR: 0.225, h-index: 26)
Australian J. of Asian Law     Full-text available via subscription   (Followers: 5)
Australian J. of Cancer Nursing     Full-text available via subscription   (Followers: 10)
Australian J. of Civil Engineering     Full-text available via subscription   (Followers: 4, SJR: 0.17, h-index: 3)
Australian J. of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian J. of Emergency Management     Full-text available via subscription   (Followers: 8, SJR: 0.401, h-index: 18)
Australian J. of French Studies     Full-text available via subscription   (Followers: 7, SJR: 0.1, h-index: 5)
Australian J. of Herbal Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.109, h-index: 7)
Australian J. of Language and Literacy, The     Full-text available via subscription   (Followers: 4, SJR: 0.399, h-index: 9)
Australian J. of Legal History     Full-text available via subscription   (Followers: 18)
Australian J. of Mechanical Engineering     Full-text available via subscription   (Followers: 3, SJR: 0.129, h-index: 4)
Australian J. of Medical Science     Full-text available via subscription   (Followers: 1, SJR: 0.122, h-index: 5)
Australian J. of Multi-Disciplinary Engineering     Full-text available via subscription   (Followers: 2)
Australian J. of Music Education     Full-text available via subscription   (Followers: 3)
Australian J. of Music Therapy     Full-text available via subscription   (Followers: 6)
Australian J. of Parapsychology     Full-text available via subscription   (Followers: 1)
Australian J. of Social Issues     Full-text available via subscription   (Followers: 6, SJR: 0.178, h-index: 20)
Australian J. of Structural Engineering     Full-text available via subscription   (Followers: 6, SJR: 0.296, h-index: 8)
Australian J. of Water Resources     Full-text available via subscription   (Followers: 6, SJR: 0.226, h-index: 9)
Australian J. on Volunteering     Full-text available via subscription   (Followers: 1)
Australian J.ism Review     Full-text available via subscription   (Followers: 7)
Australian Life Scientist     Full-text available via subscription   (Followers: 2, SJR: 0.1, h-index: 2)
Australian Literary Studies     Full-text available via subscription   (Followers: 5, SJR: 0.1, h-index: 6)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Nursing J. : ANJ     Full-text available via subscription   (Followers: 6)
Australian Orthoptic J.     Full-text available via subscription  
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 3)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian Senior Mathematics J.     Full-text available via subscription   (Followers: 1)
Australian Sugarcane     Full-text available via subscription  
Australian TAFE Teacher     Full-text available via subscription   (Followers: 3)
Australian Tax Forum     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Australian Voice     Full-text available via subscription   (Followers: 5)
Bar News: The J. of the NSW Bar Association     Full-text available via subscription   (Followers: 5)
Bioethics Research Notes     Full-text available via subscription   (Followers: 14)
BOCSAR NSW Alcohol Studies Bulletins     Full-text available via subscription   (Followers: 5)
Bookseller + Publisher Magazine     Full-text available via subscription   (Followers: 5)
Breastfeeding Review     Full-text available via subscription   (Followers: 17, SJR: 0.31, h-index: 19)
British Review of New Zealand Studies     Full-text available via subscription   (Followers: 3)
Brolga: An Australian J. about Dance     Full-text available via subscription   (Followers: 1)
Cancer Forum     Full-text available via subscription   (SJR: 0.143, h-index: 10)
Cardiovascular Medicine in General Practice     Full-text available via subscription   (Followers: 6)
Chain Reaction     Full-text available via subscription  
Childrenz Issues: J. of the Children's Issues Centre     Full-text available via subscription  
Chiropractic J. of Australia     Full-text available via subscription   (SJR: 0.107, h-index: 3)
Chisholm Health Ethics Bulletin     Full-text available via subscription   (Followers: 1)
Church Heritage     Full-text available via subscription   (Followers: 8)
Commercial Law Quarterly: The J. of the Commercial Law Association of Australia     Full-text available via subscription   (Followers: 5)
Communicable Diseases Intelligence Quarterly Report     Full-text available via subscription   (Followers: 2, SJR: 0.567, h-index: 27)
Communication, Politics & Culture     Open Access   (Followers: 13)
Communities, Children and Families Australia     Full-text available via subscription   (Followers: 2)
Connect     Full-text available via subscription   (Followers: 2)
Contemporary PNG Studies     Full-text available via subscription  
Context: J. of Music Research     Full-text available via subscription   (Followers: 8)
Corporate Governance Law Review, The     Full-text available via subscription   (Followers: 7)
Creative Approaches to Research     Full-text available via subscription   (Followers: 12)
Critical Care and Resuscitation     Full-text available via subscription   (Followers: 15, SJR: 1.737, h-index: 24)
Cultural Studies Review     Full-text available via subscription   (Followers: 16)
Culture Scope     Full-text available via subscription   (Followers: 2)
Current Issues in Criminal Justice     Full-text available via subscription   (Followers: 10)
Dance Forum     Full-text available via subscription   (Followers: 2)
DANZ Quarterly: New Zealand Dance     Full-text available via subscription   (Followers: 3)
Day Surgery Australia     Full-text available via subscription   (Followers: 2)
Deakin Law Review     Full-text available via subscription   (Followers: 14)
Developing Practice : The Child, Youth and Family Work J.     Full-text available via subscription   (Followers: 20)
Early Days: J. of the Royal Western Australian Historical Society     Full-text available via subscription  
Early Education     Full-text available via subscription   (Followers: 10)
EarthSong J.: Perspectives in Ecology, Spirituality and Education     Full-text available via subscription   (Followers: 1)
East Asian Archives of Psychiatry     Full-text available via subscription   (Followers: 2, SJR: 0.331, h-index: 7)
Educare News: The National Newspaper for All Non-government Schools     Full-text available via subscription  
Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 16)
Education in Rural Australia     Full-text available via subscription   (Followers: 1)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 12)
Educational Research J.     Full-text available via subscription   (Followers: 17)
Electronic J. of Radical Organisation Theory     Full-text available via subscription   (Followers: 3)
Employment Relations Record     Full-text available via subscription   (Followers: 2)
English in Aotearoa     Full-text available via subscription   (Followers: 1)
English in Australia     Full-text available via subscription   (Followers: 2, SJR: 0.19, h-index: 6)
Essays in French Literature and Culture     Full-text available via subscription   (Followers: 8)
Ethos: Official Publication of the Law Society of the Australian Capital Territory     Full-text available via subscription   (Followers: 4)
Eureka Street     Full-text available via subscription   (Followers: 4)
Extempore     Full-text available via subscription  
Family Matters     Full-text available via subscription   (Followers: 13, SJR: 0.259, h-index: 8)
Federal Law Review     Full-text available via subscription   (Followers: 22)
Fijian Studies: A J. of Contemporary Fiji     Full-text available via subscription  
Focus on Health Professional Education : A Multi-disciplinary J.     Full-text available via subscription   (Followers: 7)
Food New Zealand     Full-text available via subscription   (Followers: 5)
Fourth World J.     Full-text available via subscription  
Frontline     Full-text available via subscription   (Followers: 19)
Future Times     Full-text available via subscription   (Followers: 1)
Gambling Research: J. of the National Association for Gambling Studies (Australia)     Full-text available via subscription   (Followers: 5)
Gay and Lesbian Law J.     Full-text available via subscription   (Followers: 2)
Gender Impact Assessment     Full-text available via subscription  
Geographical Education     Full-text available via subscription   (Followers: 3)
Geriatric Medicine in General Practice     Full-text available via subscription   (Followers: 8)
Gestalt J. of Australia and New Zealand     Full-text available via subscription   (Followers: 2)
Globe, The     Full-text available via subscription   (Followers: 4)
Government News     Full-text available via subscription   (Followers: 2)
Great Circle: J. of the Australian Association for Maritime History, The     Full-text available via subscription   (Followers: 8)
Grief Matters : The Australian J. of Grief and Bereavement     Full-text available via subscription   (Followers: 11)
He Puna Korero: J. of Maori and Pacific Development     Full-text available via subscription  
Headmark     Full-text available via subscription   (Followers: 1)
Health Inform     Full-text available via subscription  
Health Issues     Full-text available via subscription   (Followers: 2)
Health Promotion J. of Australia : Official J. of Australian Association of Health Promotion Professionals     Full-text available via subscription   (Followers: 10, SJR: 0.606, h-index: 19)
Health Voices     Full-text available via subscription  
Heritage Matters : The Magazine for New Zealanders Restoring, Preserving and Enjoying Our Heritage     Full-text available via subscription   (Followers: 3)
High Court Quarterly Review, The     Full-text available via subscription   (Followers: 3)
History of Economics Review     Full-text available via subscription   (Followers: 10)
HIV Australia     Full-text available via subscription   (Followers: 3)
HLA News     Full-text available via subscription   (Followers: 6)
Hong Kong J. of Emergency Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.173, h-index: 7)
Idiom     Full-text available via subscription   (Followers: 1)
Impact     Full-text available via subscription   (Followers: 1)
InCite     Full-text available via subscription   (Followers: 24)
Indigenous Law Bulletin     Full-text available via subscription   (Followers: 15)
InPsych : The Bulletin of the Australian Psychological Society Ltd     Full-text available via subscription   (Followers: 3)
Inside Film: If     Full-text available via subscription   (Followers: 8)
Institute of Public Affairs Review: A Quarterly Review of Politics and Public Affairs, The     Full-text available via subscription   (Followers: 14)
Instyle     Full-text available via subscription   (Followers: 1)
Intellectual Disability Australasia     Full-text available via subscription   (Followers: 8)
Interaction     Full-text available via subscription   (Followers: 3)
Intl. Employment Relations Review     Full-text available via subscription   (Followers: 2)
Intl. J. of Disability Management Research     Full-text available via subscription   (Followers: 2)

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Journal Cover Early Education
  [10 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1172-9112
   Published by RMIT Publishing Homepage  [400 journals]
  • Volume 62 Bridging the gap: From relationships to partnerships with
           parents
    • Abstract: Booth, Metta; Ibanez, Janneth
      We have relationships with many people in our lives: families, colleagues, peers, friends to name a few. However, we do not always develop partnerships with them. Trusting and positive relationships are the building blocks for successful, long lasting partnerships. Relationships will only turn into partnerships when the people involved share a common goal and share the responsibility for reaching that goal.

      PubDate: Wed, 13 Dec 2017 10:33:01 GMT
       
  • Volume 62 Provocations to last a lifetime [Book Review]
    • Abstract: Gibbons, Andrew
      Review(s) of: The Sacred Urge to Play: Unfolding your child's intelligence, imagination, creativity and joy for life, by Pennie Brownlee with Kimberley Crisp, Published 2017 by Good Egg Books, Cost: $45.

      PubDate: Tue, 12 Dec 2017 17:10:30 GMT
       
  • Volume 62 And the gifted child': A textual analysis of Te Whariki
    • Abstract: Margrain, Valerie
      Ehara taku toa i te toa takitahi engari he toa takitini.

      I come not with my own strengths but bring with me the gifts, talents and strengths of my family, tribe and ancestor.

      (Te Whariki 2017, p. 16)

      Almost all gifted children attend regular early childhood education services or schools and so meeting the needs of gifted children is part of the everyday work of all early childhood teachers (Margrain, Murphy & Dean, 2015). Early childhood education in New Zealand recognises children's right to quality learning opportunities and has a long-standing discourse around valuing diversity. Therefore, in a situation where early childhood teachers intend to make a positive difference for all, how is it that application of quality practice for gifted children remains elusive to many teachers'

      PubDate: Tue, 12 Dec 2017 17:08:14 GMT
       
  • Volume 62 Rainbow families: How can Te Whariki 2017 make a difference'
    • Abstract: Cooper, Kath
      "This update reflects changes in the early learning context, including the diversity of New Zealand society today, contemporary theories and pedagogies."

      (Hekia Parata, Minister of Education, Te Whariki, 2017, p. 2)

      With the following question in mind - "In what way does Te Whariki support teachers to acknowledge and support Rainbow Families within the early childhood education (ECE) setting'" - this article uses queer theory to critique 'Te Whariki: He whariki matauranga mo nga mokopuna o Aotearoa Early Childhood curriculum' (Ministry of Education, 2017).

      PubDate: Tue, 12 Dec 2017 17:05:32 GMT
       
  • Volume 62 'Not business as usual': Reflections on the 2017 update of Te
           Whariki
    • Abstract: McLachlan, Claire J
      Early childhood curriculum reflects the holistic way children learn and grow.

      Ma te whariki e whakaata te kotahitanga o nga whakahaere katoa mo te ako a te mokopuna, mo te tipu o te mokopuna.

      Te Whariki 2017, p. 19

      Last year I was privileged to be chosen as a member of the writing team for the update of 'Te Whariki'. This was challenging but rewarding work on behalf of the early childhood sector.

      PubDate: Tue, 12 Dec 2017 17:01:11 GMT
       
  • Volume 62 Updating Te Whariki: From the Minister of education
    • Abstract: Kaye, Nikki
      Kotahi te kakano, he nui nga hua o te rakau.

      A tree comes from one seed but bears many fruit.

      Te Whariki 2017, p. 8

      As a nation we should be very proud of our early childhood curriculum, 'Te Whariki'. First developed in 1996, it was truly world leading, and with the update released this year it continues to be at the forefront of early childhood education.

      PubDate: Tue, 12 Dec 2017 16:59:33 GMT
       
  • Volume 62 Letter from... Croatia
    • Abstract: de Vocht, Lia
      It was a great privilege to represent OMEP Aotearoa/ New Zealand at the 69th OMEP World Assembly on June 26 and 27 of this year in the beautiful town of Opatija in Croatia, right next to an azure Adriatic Sea. I was fortunate to have fellow New Zealanders Glynne Mackey, Kathryn Hawkes and Robin Houlker to support me.

      PubDate: Tue, 12 Dec 2017 16:48:09 GMT
       
  • Volume 62 So where were you in '96'
    • Abstract: Stover, Sue; McLachlan, Claire
      PubDate: Tue, 12 Dec 2017 15:49:27 GMT
       
  • Volume 62 Contributors
    • PubDate: Tue, 12 Dec 2017 15:49:27 GMT
       
  • Volume 61 "My views have changed": Graduating e.c. students calculate
           their bilingual, bicultural confidence
    • Abstract: Gordon-Burns, Diane; Campbell, Leeanne
      In the highly political space that is education, how do early childhood student teachers navigate the expectations that they will become confident and competent bilingual and bicultural teachers' In other words - how will they become self-confident teachers of Te Reo Maori and Tikanga Maori'

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 61 Cameras in early childhood settings: Preliminary findings from a
           small-scale study
    • Abstract: Perkins, Maureen
      Over the last two decades, the use of photographs in assessment documentation has accompanied a shift towards Learning Stories in early childhood education (ECE). This was modelled within the assessment exemplars in Kei Tua o te Pae (Ministry of Education [MOE], 2004, 2007, 2009). Many positive changes have been reported as a result of the use of photos and narrative assessment, including greater involvement of whanau and children in centre assessment and planning processes (Hatherly, Ham and Evans, 2009; Stuart, Aitken, Gould, and Meade, 2008).

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 61 'PISA' for five year olds': A position paper on OECD plans
           for a global testing tool
    • Abstract: de Vocht, Lia; Mackey, Glynne; Hill, Diti
      Many of us are familiar with PISA, which is an abbreviation of the Programme for International Student Assessment that since 2000 has tested 15-year-olds in many countries, including New Zealand.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 61 Navigating language diversity [Book Review]
    • Abstract: Ting, Mee-Ling
      Review(s) of: Teachers voyaging in plurilingual seas: Young children learning through more than one language, edited by Valerie N. Podmore, Helen Hedges, Peter J. Keegan, and Nola Harvey, Published by NZCER Press, Wellington, 2016, Cost $44.95

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 61 Contributors
    • PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 61 Sa'afiafiga mo Iolesina Tagoilelagi (7 December 1945 - 4 March
           2017)
    • Abstract: Paleai-Foroti, Irene; Kesi, Fa'atamali'i
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 61 'Watch this space': Qualification developments in initial
           teacher education and ECE
    • Abstract: Gunn, Alex
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 61 Letter from... Shanghai
    • Abstract: Ritchie, Jenny
      I need to premise this letter with a disclaimer: I am writing this back home in Wellington, having visited Shanghai very briefly in March. So whilst it was just a flying trip to talk at a conference there, it was a very intense and interesting experience. I had previously been to Hong Kong and Beijing on several occasions, but not for a decade, so it was fascinating to visit China again, and this time Shanghai.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 61 Tiriti o Waitangi-informed teaching: A kindergarten case study
    • Abstract: Boyd, Isabel; Mockett, Robyn; Lee, Elizabeth; Wilson-Jackson, Phillipa; Smith, Anna; Eayrs, Sue
      Written collectively by a team of teachers from the same kindergarten, this article describes a journey of self-review, in relation to the expectations contained within 'Te whariki', the early childhood curriculum (Ministry of Education, 1996). Our focus is on teaching practices that resonate with the obligations contained within Te Tiriti o Waitangi for Maori aspirations for their tamariki.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 61 Unpacking picture books: Space for complexity'
    • Abstract: Helmling, Lisa; Reid, Robyn
      As an adult, I love reading picture books. As an early childhood teacher, I love reading picture books with children. As a teacher educator, I am dismayed when I see teachers skimming through picture books. It appears that books 'at mat time' are often used to fill up time rather than to engage with children and with the picture books.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 60 In whose interests': Looking back - thinking forward
    • Abstract: Wells, Clare
      Who has an interest in early childhood education'

      Children and their parents and caregivers, and families and whanau all have an interest in quality, access, affordability, and the relevance and cultural competence of early childhood education (ECE) services. Practitioners - teachers and educators, academics and researchers have an interest in quality and excellence, engagement, and outcomes.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 60 Contributors
    • PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 60 Quality assessment in early childhood: A reflection on five key
           features
    • Abstract: Fraser, Katrina; McLaughlin, Tara
      Swinging from a predominantly developmental approach in the 1990s to a sociocultural approach in the new millennium, assessment in early childhood eduation (ECE) has undergone a substantial shift in focus (Turnock, 2009). 'Learning stories', a form of narrative assessment which are identified as socioculturally-based and aligned to the early childhood curriculum Te Whariki, are now the most commonly used form of assessment in ECE in Aotearoa New Zealand (Mitchell, 2008).

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 60 'Assessment in ECE is overwhelming at times': Uncovering the
           challenges of assessing four year old children's learning
    • Abstract: Cameron, Monica; McLachlan, Claire; Rawlins, Peter
      The assessment of children's learning should play a central role in the teaching and learning process.

      Yet concerns regarding the quality of early childhood teachers' assessment practices have been repeatedly raised by the Education Review Office (2007, 2013, 2015). But how do teachers experience assessment'

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 60 Learning snapshots: Enriching assessment by investigating child
           and family perspectives about learning
    • Abstract: Hunt, Lynda; Rawlins, Peter
      As an experienced teacher with a passion for involving families in their child's learning, I have constantly grappled with the difficulty of engaging families and children in assessment practice. With support from 'critical friends' and the Ruahine Kindergarten Association, I set out to investigate how parents and whanau would respond when given unanalyzed photographs - 'learning snapshots' - to share with their children.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 60 'What's the next question'': A self-study in extending
           children's thinking
    • Abstract: Perry, Anna Jo
      Teaching is an active process. It involves the teacher and students in interactions with contexts, people, knowledge, and experiences as they develop new understandings about the world in which they live. In early childhood, children are just beginning to develop ideas about the contexts and people with whom they come into contact. These 'working theories' about the way their world works change with new experiences and interactions. Therefore, input from the adults around them, parents, teachers, and members of their communities plays an important role. This paper uses two examples from practice in which the focus was on ways of extending children's thinking without derailing or hijacking it from the original topic and/or intent. By doing this, the teacher was hoping to uncover and extend the childrens' working theories.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 60 Love the place where you belong: Ecological identity in early
           childhood
    • Abstract: Mackey, Glynne
      Pre-service early childhood students, beginning a course in education for sustainability, are asked in a workshop setting to reflect on memories of being in significant places in their earlier years. Common themes keep returning as the group shares. There is a strong theme of relationships: relationships with extended family, with friends and with the environment. There appears to be a feeling of trust in the stories between the adults and children, a feeling of trust that allows children to explore the place with less adult supervision. There is also trust and security in knowing the environment and how it might support the individual when making judgements involving risk and adventure.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 60 The powerful possibilities of ePortfolios: Another letter from
           the Waikato
    • Abstract: Hooker, Tracey
      Kia ora koutou to my friends and colleagues in the early childhood education sector, I read with interest the Letter from the Waikato, published in Volume 59 of 'Early Education'. The topic of the letter 'ePortfolios' is of particular interest to me as I have recently completed my PhD in this area (Hooker, 2016). The authors note my discussion of parent and whanau engagement (see Hooker, 2015), however this is only a very small snippet of the findings of my research. While I concur with the sentiments of the letter - that early childhood education (ECE) settings need to be thinking about why they are not keeping hard copy portfolios alongside the increasingly common online ePortfolios - there is much more about ePortfolios, and their use in ECE settings that needs to be considered.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
      Issue No: Vol. 59 (2017)
       
  • Volume 60 Letter from Manchester, England
    • Abstract: Leydon, Geraldine
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 60 Sharpening Te Whariki'
    • Abstract: McLachlan, Claire; Stover, Sue
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 59 Looking backwards into the present
    • Abstract: McLachlan, Claire; Stover, Sue
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 59 Letter from the Waikato
    • Abstract: Kelly, Janette; Clarkin-Phillips, Jeanette
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 59 Contributors
    • PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 59 More than magic! [Book Review]
    • Abstract: Tunnicliffe, Carla
      Review(s) of: Magic places: The adults' guide to young children's creative art work, by Pennie Brownlee, Published, 2015 by Ako Books, Auckland, Available from Good Egg Books, Cost $24.95.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 59 Accessible and provocative gems [Book Review]
    • Abstract: Smith, Penny
      Review(s) of: Mentoring in early childhood education, Edited by Caterina Murphy and Kate Thornton (Eds), Publisher, NZ Council for Educational Research, Cost $44.95.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 59 Flexibilities and possibilities: Exploring teachers' roles in
           children's imaginative play
    • Abstract: Chen, Chloe
      "I don't know what to talk about with the children and how to talk with them," a student teacher told me during her first field practice. She was not the only student teacher saying this; I had the same thoughts when I first started my training. In fact, even experienced teachers will ponder the question - "How should I interact with children'"

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 59 'It underpins everything': Critical thinking in e.c.e.
    • Abstract: Betts, Rikke
      "Fully certificated teachers use critical inquiry and problem-solving effectively in their professional practice."

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 59 Discourses at work: What shapes EC teacher identities'
    • Abstract: Warren, Alison
      'Who am I as a teacher'' is a complex question. Answering it requires consideration of how others view teachers, as well as teachers' subjectivities; that is, how teachers themselves understand who they are when they are teaching. Looking particularly at the journeys into professional status of newly qualified teachers, this article identifies three discourses shaping teacher identity: an authority discourse, a relational professionalism discourse and an identity work discourse.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 59 Bilingual children': Or just pre-schoolers learning
           English'
    • Abstract: Bates, Susan
      The issue of how to best support bilingual children in early childhood settings is multifaceted and fraught with problems for mono and bilingual teachers alike. In New Zealand, early childhood teachers must hold in one hand the obligations under Tiriti o Waitangi to promote Te Reo, in another hand, teach literacy in English, which is also the primary lingua franca in NZ, and in a third hand, encourage children to hold their home languages as 'first' languages.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 59 Acknowledging Anne B. Smith
    • Abstract: May, Helen
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 59 Finding the third space
    • Abstract: Murray, Sara
      Once upon a time I considered myself a pretty good Associate Teacher. I prided myself on being able to quickly assess where the student was in terms of their pedagogy. I then gently but firmly guided them onwards and upwards.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 Contributors
    • PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 With the courage to research: A tribute to Judith Duncan
    • Abstract: de Vocht, Lia; Mackey, Glynne
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 Play is not a sideshow: A tribute to Brian Sutton-Smith
           (1924-2014)
    • Abstract: Alcock, Sophie
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 In praise of multimodal literacy [Book Review]
    • Abstract: Margrain, Valerie
      Review(s) of: Ideas for play: Literacy: Playful ways to grow children's communication, by Emma Smoldon and Megan Howell, Publisher Ako Books, Auckland.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 Stories of bonding and kindness [Book Review]
    • Abstract: Rockel, Jean
      Review(s) of: Dance with me in the heart: The adults' guide to great infant-parent partnerships, by Pennie Brownlee, Published in NZ by Ako Books-Playcentre Publications. Revised 2014.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 Reclaiming quality: Te Whariki and the future of ECE in an open
           market
    • Abstract: Green, Louise
      'Te Whariki' is a unique document, greatly admired by early childhood teachers and academics around the world. But as it turns 20 next year, it is worth revisiting it and considering its place in a rapidly changing education environment. In July NZEI organised an Auckland ECE symposium with more than 200 teachers and a panel with two of the 'Te Whariki' authors, Dr Helen May and Dr Margaret Carr.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 What are children's views on speciesism': A literature
           review and personal journey
    • Abstract: Schoonebeek, Mallory Vera
      I was outdoors with a group of children aged under two years old when a surprising thing happened. A cockroach appeared and the children became frightened. I had not expected the children to fear the cockroach, but I was even more surprised when a child asked "Where's the spray'" and then exclaimed loudly "Get the spray!"

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 Futures education and metacognition
    • Abstract: Simon, Michelle
      To meet the needs of a fast changing society, educational models are required which move beyond 'what' facts, and towards models where students learn in trans-disciplinary and collaborative ways, with the emphasis on 'how'. This is a key feature of 'futures' focused education and is also known as 'new knowledge production' (DuPuis and Ball, 2013).

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 The magic in teaching: Exploring teachable moments in early
           childhood practice
    • Abstract: Perry, Anna Jo
      Every early childhood teacher can describe moments in which teaching and learning have happened in a way that they could never have planned for and that had important impacts for both the teacher and the learner. For me, these are magical situations which I recognise as 'teachable moments'. Hyun (2002) says that teachable moments 'represent new, emerging ways for us to learn from each other by temporarily ignoring our institutional identities (teacher, learner) in order to become participating members of a teaching and learning community'.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 Time, space and curiosity: Cultural competence begins with
           oneself
    • Abstract: Bates, Susan
      I was at an early childhood centre where a greeting from every language of children in the centre was boldly and colourfully displayed on the wall as one walked in. I was heartened. But when I asked how many children came from homes where languages other than English were spoken, no teacher could tell me. I realised that half of the children in the under-twos room heard a language other than English at home. But the only languages spoken in the room were either English or Te Reo. In my time as a teacher at the centre, no parent or grandparent with limited English was ever addressed in their own language. One of the children was from Vietnam, and the best guess a teacher gave was "somewhere Asian, but not China. Thailand maybe." The child had been there for almost two years. The teacher had been there longer than that.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 Mahia nga mahi: Action for bicultural curriculum implementation
    • Abstract: Broadley, Mary-Elizabeth; Jenkin, Chris; Burgess, Jill
      Over a 12 year period, the three authors of this article have undertaken research in a common area of interest: bicultural development in early childhood education in Aotearoa New Zealand. This article draws together that research.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 Letter from Palmerston North (and elsewhere)
    • Abstract: Lepper, Chrissy
      In 2013 I was awarded the Margaret Blackwell Scholarship, providing me with the opportunity to 'double tick' some things on my bucket list while researching teaching and learning around the world. Margaret Blackwell studied with Susan Isaacs and was responsible for accompanying children from Europe to safety in England during the second world war. Trained as a Karitane nurse, Margaret Blackwell was one of the first people to promote holistic wellbeing of children while recovering in hospital, introducing the idea of having a parent stay with them in the 1950's. While this is something we take for granted now, this was a significant leap for the thinking at the time.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 58 Lives well lived
    • Abstract: McLachlan, Claire; Stover, Sue
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 57 Change and continuity
    • Abstract: Stover, Sue; McLachlan, Claire
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 57 Lyn Foote (1945-2014): A political advocate for quality early
           childhood education (ECE)
    • Abstract: May, Helen
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 57 Eyes-on learning: Very young children in art galleries and
           museums
    • Abstract: Terreni, Lisa
      When I was kindergarten teaching in a multicultural, inner-city suburb of Wellington in the 1990s, one of our favorite (and cheapest) excursions was a trip to the New Zealand Dominion Museum, the old national museum and art gallery. I remember the sense of anticipation and palpable excitement as we all climbed up the big stone steps, wondering what treasures we would encounter within this grand old builiding. Once inside the museum educators were always very welcoming of our children and families, and guided us through many of the remarkable art exhibitions that were held there.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 57 Akobarn: Developing NZ-Sweden early years teaching-researching
           collaboration
    • Abstract: Margrain, Valerie; Mellgren, Elisabeth
      Drawing together two key terms in early years education, 'Akobarn' is a unique word created for a teaching-research collaboration between New Zealand and Swedish early years academics and their institutions. The Akobarn project was initiated in 2009, with data collection for an initial literacy-focused project collected in 2010-11, involving staff and student teachers from Massey University, NZ and from the University of Gothenburg, Sweden.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 57 Letter from Tauranga
    • Abstract: White, Jayne
      It's always hard to get back into focus after a glorious New Zealand summer but this year has been especially challenging. This is because I write from my new home in Tauranga where I am surrounded by the most beautiful mountain ranges and mighty ocean which arrest my gaze and draw me to contemplate their magnificence. Yet this vista is by no means a distraction - these mountains and sea cause me to think about our work in the early years too. It's easy to forget that these features of the landscape, like all things, were not always as they are now. Their 'becoming', in constant yet often unseen dimensions of time and space, represents a unique and subtle formation that has been forged through years of engagement with each other and the conditions around them. In this long journey of 'becoming' - a concept we in NZ ECE know only too well - I am reminded of the Russian term 'obrazvanie' which offers a means of embracing this complexity.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 57 Children's well being: Regulations, policies and directions for
           research
    • Abstract: McLachlan, Claire
      In a compelling editorial, Professor Michael Peters argued:

      If a country's net moral worth is to be judged in terms of the health of its children, then for a first world country New Zealand's standing is appalling: it has slipped dramatically since the early twentieth century when its infant mortality was among the lowest in the world. This was the era of the welfare state when there was free public health care. ... Beginning in the late 1980s and especially since the 2000s, as a result of neoliberal welfare policies and low government spending on children New Zealand has slipped into the bottom third of all countries alongside India and Mexico.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 57 Contributors
    • PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 57 Countering colonising narratives [Book Review]
    • Abstract: Leaf, Gary
      Review(s) of: Early childhood education in Aotearoa New Zealand: History, pedagogy, and liberation, by Jenny Ritchie and Mere Skerrett, New York, NY: Palgrave, 2014.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 57 The politics of inclusion [Book Review]
    • Abstract: Warren, Alison
      Review(s) of: Te Aoturoa Tataki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand, by Diane Gordon-Burns, Alexandra C. Gunn, Kerry Purdue and Nicola Surtees NZCER Press, Wellington, 2012.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 57 Playing with children: Birth to 5 Years
    • Abstract: Morris, Beverley
      We all know that children learn and develop human skills through play. But some are given more chance for this than others. Parents should be aware of how much they can help their children in this respect. They need to offer them, from birth, as many opportunities as possible for stimulating play.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 57 Battling our way to collegial conversations
    • Abstract: Watson, Judy; Smorti, Sue
      The telling of stories is fundamental to how human beings live and explain their lives (Bruner, 2002) and conflict is an inevitable aspect of life in communities. Consequently, when our teacher education team decided that we needed to look at how consistent our individual assessment of students' teaching practice was, we decided on a narrative inquiry as a research methodology. We had no idea that our inquiry would take so long or involve so much intense debate and conflict. Our story became one of contrasting cultural views, of clashing personalities and of how we negotiated our way through to greater understanding of each other and acceptance of other ways of thinking.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 An EYE on collaboration
    • Abstract: Duncan, Judith
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 Re-visioning the relationships: Refracted understandings of
           partnering with parents in the early education space
    • Abstract: Duncan, Judith; Te One, SarahWhanganui Central Baptist Kindergarten and Early Learning Centres
      Understanding the dynamics of how adults (teachers, parents and community members) participate in early childhood education services was the focus of a teacher-academic research partnership. In this paper, we outline how our research team reconceptualised our research approaches and methods over the two years that the project ran. We trialled Rogoff et al.'s (2007) prism model as both a theory and a method. We found that this approach revealed a richer, more meaningful and more complex understanding of parent partnership in early childhood education than we had prior to undertaking the research. Using examples from the data to demonstrate the key features of the project, we argue that the prism model is of use for teachers, managers, researchers, and scholars in early childhood education.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 Neoliberalism and the 'professional teacher': The legacy of the
           '10 year strategic plan' for e.c.e.
    • Abstract: Betts, Rikke
      'Pathways to the Future: Nga Huarahi Arataki. A 10-year strategic plan for early childhood education' (Ministry of Education, 2002) was applauded as a significant policy document (Moss, 2008). Not only did it reflect the years of advocacy that had preceded it, but it also encapsulated many of the dreams and ambitions of the early childhood sector: qualified teachers in all teacher-led centres, improved teacher and child ratios, and increased affordable access for children and whanau (May, 2010). However, Nuttall (2004) cautioned that the Strategic Plan was: ... both a response to the early childhood field and an indication of Government priorities in the medium to long-term. The Plan is a policy text and, as such, primarily a tool of government, no matter how synchronous its contents might be with the wishes of the field (p. 5).

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 Challenging early childhood sociocultural contexts: The
           inclusion of children with Down Syndrome
    • Abstract: Rietveld, Christine
      Recent studies show that some children's experiences of inclusion may not support their social and academic learning (Rietveld, 2012; Macartney and Morton, 2013). Children's impairments and how they are responded to form part of the children's sociocultural context and so affect their quality of inclusion in educational settings. It is therefore helpful for teachers to focus more on inclusion into mutually satisfying relationships between children, as opposed to routines and activities. This article will discuss how differing teachers' beliefs about disability/inclusion result in different practices, which in turn affect the quality of relationships that the children experience.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 Independence: An ethnographic study of e.c.e. in Japan and New
           Zealand
    • Abstract: Burke, Rachael
      Expectations for children in early childhood education are inevitably linked to cultural beliefs about appropriate goals for children and how best to support them through the early years of schooling. However, contrasting expectations can quickly lead to confusion (Chan, 2006). This article argues that expectations regarding independence (jiritsu) in the Japanese early childhood context are concerned with the ability of children to become self-reliant. In contrast, the New Zealand centre reflects interpretations of independence as freedom from control and an emphasis on utilising individual liberty to make choices.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 E-portfolios: Connecting parents, whanau and teachers in
           kindergarten communities
    • Abstract: Penman, Raewyn
      As the New Zealand national early childhood curriculum, 'Te Whariki' (Ministry of Education, 1996), nears the end of its second decade, it is of interest to reflect on how early childhood teachers have been able to engage parents and whanau in the pedagogical documentation and extension of their child's learning and to investigate if new digital technologies, specifically e-portfolios, provide opportunities for greater connections. This article discusses a review of the use of e-portfolios within selected kindergartens within the Kidsfirst Kindergartens in Canterbury/Westland.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 Exploring Ata: A journey to build a learning community at Lady
           May
    • Abstract: Bae, Shil
      Built on the understanding that children's development is supported by strong partnerships between children, families and early childhood teachers (Aikman, 1997; Duncan and Te One, 2012; Gonzalez-Mena, 1996), educational policy in New Zealand challenges teachers to work collaboratively. One of the principles of 'Te Whariki', the early childhood curriculum document 'Family and Community' ('Whanau Tangata') states that family and community are an integral part of children's learning, emphasising "two-way communication that strengthens the partnership between the early childhood setting and families" (Ministry of Education, 1996, p. 30). Perhaps even more challenging is that within the strands of 'Te Wharik'i is the expectation that not only children but also their parents have a sense of belonging within the early childhood setting.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 Letter from Vancouver
    • Abstract: Goelman, Hillel
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 Crossing boundaries to build communities [Book Review]
    • Abstract: Pighini, Mari
      Review(s) of: Comparative early childhood education services: International perspectives (Critical Cultural Studies of Childhood), by Judith Duncan and Sarah Te One (Editors), Palgrave Macmillan, 2012.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 Contributors
    • PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 Jack Shallcrass 1922-2014
    • Abstract: May, Helen
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 56 ECE and CSE: Reframing the relationship [Book Review]
    • Abstract: Warren, Alison
      Review(s) of: Early childhood and compulsory education: Reconceptualising the relationship, by Peter Moss (Editor), Routledge, London, UK. 2013.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 Letter from...Wellington
    • Abstract: Wright, Lyn
      Dear friends in e.c.e., I wonder what is your experience of home-based education and care' I'm guessing that many readers will have only a limited understanding of home-based e.c.e. and would be hard pressed to discuss it confidently with, for example, a family member who was considering using it. They would find it more difficult to defend it from some of the major challenges thrown at it by, for example, the EC Taskforce (2011). Yet home-based e.c.e. is the fastest growing form of e.c.e. (percentage wise), so it clearly meets a demand from families, especially for those with children under three years of age. I have a long term interest in home-based e.c.e. and see it as potentially being marginalised because of attempts to normalise children's learning within centre-based approaches.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 Living in interesting times
    • Abstract: McLachlan, Claire; Stover, Sue
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 Alternatives to the market model: Reclaiming collective
           democracy in early childhood education and care
    • Abstract: Mitchell, Linda
      This article analyses the state of ECEC in New Zealand and critiques the increasing dominance of discourses of commercialisation, marketisation and managerialism around provision of ECEC (early childhood education and care) services and curriculum. My main argument is that we need an alternative discourse founded on an understanding of 'the child as citizen; and ECEC as a public good and a child's right'. The conclusion discusses some ways in which we might reclaim collective democracy in generating ECEC provision that supports such understanding.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 Extending children's thinking through schemas: A professional
           responsibility'
    • Abstract: Ilic, Tatjana
      A baby's brain is flexible, changing constantly. Providing supportive, quality and stimulating environments and experiences is crucial for children's brain development and long term development as they are born predisposed, willing and prepared to learn (Gallagher, 2005; McCaleb and Mikaere-Wallis, 2005; Nutbrown and Page, 2008).

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 Going beyond cultural celebrations: Co-constructing learning in
           a multicultural setting
    • Abstract: Ramalin, Deepa
      A child has migrated from Syria and enrolled in an early childhood centre. Aotearoa is his new home. He speaks Arabic. He is unsettled, confused and uncertain about his new home. As educators, do we see a potential of nurturing the child into our world or do we enter into his world'

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 The ECE SIG: A personal history of its origins, intentions and
           necessity
    • Abstract: Gunn, Alexandra C
      I had long been interested and involved in the former early childhood education interest group of the New Zealand Association for Research in Education (NZARE). That group had started in December 1997 with an inaugural symposium in Auckland. As a beginning academic I possessed neither the confidence nor research trajectory to attend the hui; nor were there any funds to lend support. Nevertheless, as an NZARE member, I recognised the value of the development, and managed to get myself onto a mailing list so I could keep up.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 Translated in partnership [Book Review]
    • Abstract: Loveridge, Judith
      Review(s) of: Research partnerships in early childhood education: Teachers and researchers in collaboration, by Judith Duncan and Lindsey Conner, editors, Publisher, Palgrave MacMillan, 2013, Recommended price $95.00.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 Keeping learning stories complex: A call for ongoing critique
    • Abstract: Cameron, Monica
      Learning stories are widely used in early childhood services as the preferred form of assessing children's learning. But how well do teachers understand the complexity of creating and using learning stories' Effective utilisation of learning stories for assessing and planning for children's learning is a challenging task and not one that is easily understood and implemented by all teachers (Education Review Office, 2013).

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 No one saw...: Resilience in the face of unethical practices
    • Abstract: Heald, Denise
      Let me introduce Faith. That's not her real name, of course, but that's the name she has chosen in order to tell her story. After nearly a decade of studying and then working as an early childhood teacher in Aotearoa New Zealand, she was encouraged to bring her story into this public space. Faith's story suggests that while unethical practices occur, adversity need not lead to cynicism or despair.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 A flurry of advocacy: The incomplete story of a proposal for an
           exemplary PG ITE for ECE
    • Abstract: May, Helen
      At the time of writing in March 2014, the outcome to this story is unknown. Advice from the Ministry of Education (MOE) to the Minister of Education, Hon. Hekia Parata setting out support for the trial of a National Qualification Framework (NQF) Level 8 Postgraduate Initial Teacher Education qualification for Early Childhood Education (ECE) is officially still 'under consideration' on the Minister's desk. There are signs of a positive response.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 Contributors
    • PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 Teachers thinking in, with and through the arts [Book Review]
    • Abstract: Dean, Jo
      Review(s) of: Kia tipu te wairua - Fostering the creative spirit: The arts in early childhood education, editors Beverley Clark, Anne Grey and Lisa Terreni, Publisher Pearson, Cost (approx.) $74.99.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 55 The complexity and connectedness of e.c. teaching [Book Review]
    • Abstract: Cherrington, Sue
      Review(s) of: Nga-hurihanga ako kohungahunga: Transformative teaching practices in early childhood education, Editors, Anne Grey and Beverley Clark, Publisher, Pearson, 2013, Cost (approx.), $74.99.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 54 UNCRC and rights based EC policy: How are we doing in New
           Zealand'
    • Abstract: Smith, Anne B
      On 20th November 1989 the United Nations General Assembly agreed to adopt the United Nations Convention on the Rights of the Child (UNCRC) and opened it for ratification. New Zealand ratified the convention in 1993, profoundly influencing our policies and the way we conceptualise children. It has provided a moral imperative to action and a rationale for change (Freeman, 2007). Children's rights, however, do not receive widespread public or political support in New Zealand, so it is important that governments and local agencies are educated about UNCRC.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 54 Letter from Frankston
    • Abstract: Duhn, Iris
      Dear colleagues, friends and students in Aotearoa It is a pleasure to write to you from across the (in)famous Ditch. It is also a challenge. I used to write letters to my friends and family when we first immigrated from Germany to Auckland. This was before the internet and before skype, when letters still arrived in exotic looking envelopes.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 54 Passion: Commitment to the kaupapa
    • Abstract: Stover, Sue; McLachlan, Claire
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 54 What are working theories': What should we do to support
           them'
    • Abstract: Hargraves, Vicki
      'Te Whariki' describes the principal learning outcomes for early childhood education as forming working theories and developing dispositions for learning. These are complex outcomes that are difficult to assess and to plan for. Dispositional learning has been an important focus for the early childhood sector in terms of professional development and support, and yet, in comparison, working theories as an outcome has had much less focus (Hargraves, 2012).

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 54 An ethic of creative practice: Talk about being an early
           childhood teacher!
    • Abstract: Gibbons, Andrew; Farquhar, Sandy
      Our paper explores some narratives and ethics about being a qualified early childhood teacher, emphasising the importance of teachers' talk (conversation). We develop a narrative combining questioning, story, memory and policy analysis to share our on-going discussion. We relate two personal stories about teacher education alongside some philosophical thinking and a critique of recent policy developments affecting early childhood teachers' professionalism. One aim is to engage with the idea that to be a qualified, professional teacher is uniquely personal and social. Another aim is to emphasise the importance of teachers sustaining conversation without necessarily reaching conclusion and consensus. Instead, we suggest that teachers' professionalism involves an ethic of creative practice.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 54 Hanging on to hope in troubled times: Ethics of care as
           foundation for pedagogies of relationality
    • Abstract: Ritchie, Jenny
      As a multiplicity of environmental concerns emerge with increasing frequency and intensity, our awareness of the seriousness of the climate crisis deepens. On a daily basis as we witness the increasingly devastating effects of cyclones, droughts, huge floods and bushfires, along with ocean acidification, ozone depletion, freshwater shortages, species habitat destruction and extinction, chemical pollution, resource depletion, and earthquakes; the repercussion of which are exacerbating the impact on communities of the inequity of resource distribution, poverty, and war.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 54 Through their lens: Politics and complexities of infants and
           toddlers in childcare
    • Abstract: Carroll-Lind, Janis
      The Children's Commissioner has a statutory responsibility to inquire into and report on any matter that relates to the welfare of children. He or she must form views independent of Government and the government then has a legal obligation to listen to those views.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 54 Culturally relevant assessment: Kaupapa Maori assessment in
           early childhood education
    • Abstract: Rameka, Lesley
      This chant according to Maori tradition is part of the dedication used at the birth of Maui-tikitiki-a-Taranga, the demigod, ancestor superhero of the Pacific. It was also sometimes used to welcome visitors on to marae, linking the visitors with the spiritual world and powers of the Maori gods, Tūmatauenga, Rongomatane and Tane Mahuta and to Hawaiki, the spiritual Maori homeland. It also provides a model of the universe that dates back thousands of years (Shirres, 1997); a model made up of two intimately connected worlds: the spiritual and the material. These worlds are closely linked with activities in the everyday material world coming under the influence of and interpenetrated by spiritual powers (Reilly, 2004a; Shirres, 1997). Consequently people are connected with the universe, with the world of spiritual powers, the world of the gods.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 54 Contributors
    • PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 54 Tribute to Dr Nicola Chisnall (1955-2013)
    • Abstract: Pickering, Ana
      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
  • Volume 53 Consensus: In theory and practice
    • Abstract: Stover, Sue; Brown, Harriet
      Coming out of a tradition which values both consensus and democratic participation, I have for many years tried to understand the relative merits of each. Consensus resonates with the stable and the predictable; it is often recognised in indigenous societies. Consensus emphasises interconnections and shared beliefs above individual difference. However, consensus can appear to discourage difference; debate and argument may be limited. A sense of belonging may be conditional on fitting in.

      PubDate: Thu, 2 Nov 2017 11:47:37 GMT
       
 
 
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