Early Education is a biannual partially peer-reviewed journal dedicated to research within Early Education. See our back issues.
If you are a contributor or would like to contribute to the journal, please read these guidelines (2 pages/28kb)
More information — contact Sue Stover, firstname.lastname@example.org.
Editorial: Sharpening Te Wh-ariki?
Letter from... Manchester UK
The powerful possibilities of ePortfolios
Another letter from the Waikato
Quality assessment in early childhood
A reflection on five key features (peer reviewed)
"Assessment in ECE is overwhelming at times"
Uncovering the challenges of assessing four year old children’s learning
Enriching assessment by investigating child and family perspectives about learning
"What's the next question"?
A self-study in extending children's thinking (Peer reviewed)
Love the place where you belong
Ecological identity in early childhood (Peer reviewed)
In whose interests?
Looking back – thinking forward
To access these articles, subscribe to Early Education
View a selection of earlier Early Education Journals (pdf format).
|Editorial: Looking backwards into the present; Letter from the Waikato; Finding the third space; Successful intercultural practicum (peer reviewed); Acknowledging Anne B. Smith; Bilingual children? Or just pre-schoolers learning English? (peer reviewed); Discourses at work; What shapes EC teacher identities? (peer reviewed); 'It underpins everything'; Critical thinking in e.c.e; Flexibilities and possibilities; Exploring teachers’ roles in children’s imaginative play; Book Reviews: Mentoring in early childhood education, Magic places: The adults’ guide to young children's creative art work.|
|Editorial: Lives well lived; Letter from Palmerston North (and other places); Mahia ng-a mahi — Action for bicultural curriculum implementation (Peer reviewed); Time, space and curiosity — Cultural competence begins with oneself; The magic in teaching — Exploring teachable moments in early childhood practice; Futures education and metacognition — Shifting from teaching 'what' to learning 'how'; What are children's views on speciesism? — literature review and personal journeyManagement Matters: Reclaiming quality — Te Wh-ariki and the future of ECE in an open market; Stories of bonding and kindness — Dance with me in the heart (2nd edition); In praise of multimodal literacy — Ideas for play: Literacy; Play is not a sideshow — tribute to Brian Sutton-Smith; The courage to research — tribute to Judith Duncan.|
|Editorial: Change and continuity; A political advocate for quality e.c.e; Letter from Tauranga;Akobarn; Developing NZ-Sweden early years teaching-researching collaboration (Peer reviewed); Eyes-on learning; Very young children in art galleries and museums (Peer reviewed);Young children's well being; Regulations, policies and directions for research; Battling our way to collegial conversations; A 'community of inquiry' (Peer reviewed); Playing with children;The enduring message of Beverley Morris, CNZM;Book Reviews: The politics of inclusion; A review of 'Te Aot-uroa T- ataki: Inclusive Early Childhood Education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand'; Countering colonising narratives; A review of 'Early Childhood Education in Aotearoa New Zealand: History, Pedagogy, and Liberation'.|
|Editorial: An EYE on collaboration;Letter from Vancouver;Exploring Ata —A journey to build a learning community at Lady May (peer reviewed);E-portfolios —Connecting parents, wha-nau and teachers in kindergarten communities (peer reviewed);Independence —An ethnographic study of e.c.e. in Japan and New Zealand (peer reviewed);Challenging early childhood socio-cultural contexts —The inclusion of children with Down syndrome (peer reviewed);Neoliberalism and the 'professional teacher' —The legacy of the ‘10 year strategic plan’ for e.c.e (peer reviewed);Re-visioning the relationships —Refracted understandings of partnering with parents in the early education space;Book Reviews: Crossing boundaries to build communities —Comparative early childhood education services: International perspectives;ECE and CSE: Reframing the relationship —Early childhood and compulsory education: Reconceptualising the relationship;Jack Shallcrass —1922-2014|
|Alternatives to the market model; Reclaiming collective democracy in early childhood education and care; The ECE SIG; A personal history of its origins, intentions and necessity; Going beyond cultural celebrations; Co-constructing learning in a multicultural setting; Extending children's thinking through schemas; A flurry of advocacy; The incomplete story of a proposal for an exemplary PG ITE for ECE; No one saw...; Resilience in the face of unethical practices; Keeping learning stories complex; A call for ongoing critique; Book reviews; The complexity and connectedness of EC teaching Nga- hurihanga ako ko-hungahunga; Teachers thinking in, with and through the Arts.|
|UNCRC and rights based EC policy — How are we doing in New Zealand?; Kaupapa Māori assessment in early childhood education; The politics and complexities of infants and toddlers in childcare; Ethics of care as foundation for pedagogies of relationality; An ethic of creative practice — Talk about being an early childhood teacher!; What are working theories? — What should we do to support them?; Tribute to Dr Nicola Chisnall|
|Brief historical background on early childhood education teacher qualifications; Letter from... the Waikato; Future directions for Early Education; Adult-child sustained shared thinking — Who, how and when?; Change and challenge — EC teachers' professional learning and development; Getting to school on time — Planning for successful transitions; Families need to belong too — Building relationships from the very first contact; Kisses between paragraphs — Strategies to maintain wellness during the PhD journey; Consensus — In theory and practice; Book reviews: Te Whariki on an international stage, Assessing is more than learning stories.|
|A tribute: Marie Bell; The inside-out professional — A framework for reflection and practice; Teachers thinking together about teaching; Playcentre as a professional system; Looking back and looking forward at self-review; 'Ka Hikitea' and e.c.e. — Reviewing for Te Ao Māori.|
|'That's me on the net!' — Children with special rights and ICT; Noticing the clumsy — An opinion piece; From a Chinese kindergarten — A personal journey; Our use of the ‘Planes of analysis' in educational research; Men in early childhood education; The resonances between Steiner and RIE.|
|Centres of Innovation — Gaining a new understanding of reality; A palagi facilitator, a Samoan centre Lorraine Sands; Rethinking priorities — Making time for transformational conversations; Using Eportfolios for teacher registration; PD 'by the book'; Leveraging the benefits of professional learning; Ruahine teacher-researchers navigate a scholarship; The Taskforce reports: Designing policy for e.c.e.|
|Talking about earthquakes (and tsunamis); Morning circles at Arrowtown Community Preschool; Loss of Innocence — A mother's story; Community when and where it counts; Mindfulness in early childhood education; Parenting in changing cultural contexts; book reviews.|
|A proposal to change from Learning Stories to Learning Notes; Promoting books at Wesley Kindergarten; The complexities of working with the families of children with special needs; Management matters: Managing the squeeze? Book reviews; The blessing for the second generation (a poem).|
|Seeking 'hard and soft' knowledge in a kindergarten's community of learners; Ecological sustainability within early childhood education; Building sustainable communities; Caring for Papatuanuku — Yesterday, today and tomorrow; Ako Ngatahi — Children, teachers and wha-nau learning together in a rural early childhood service; From the margins to the centre — Ngahihi experiences in privileging Te Ao Māori.|
|Worth a closer look? Playgroups as community participation for parents and children; Me too! Teachers' interests as a curriculum resource; Children's drawing — Exploring the teachers' role; The Apple Tree — An authentic learning experience; Paparazzi or pedagogy? — A review of the literature about photography in assessment.|
|Researching Tiriti-based practice — A teacher's journey; Children reflect their teachers — Learning in 'Little Asia' kindergarten; Incorporating the spiritual dimension in early childhood practice; Wonder is an active process — ICT at Pukerua Bay Kindergarten; Taking another look at behaviour management.|
Last updated: 17-Jan-2017 2.24pm
The information on this page was correct at time of publication. For a comprehensive overview of AUT qualifications, please refer to the Academic Calendar.