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.
To access these articles subscribe to Early Education
View a selection of earlier Early Education Journals (pdf format).
|Editorial: Sharpening Te Whariki?; 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; Learning snapshots — 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.|
|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: 26-May-2017 4.15pm
The information on this page was correct at time of publication. For a comprehensive overview of AUT qualifications, please refer to the Academic Calendar.