Curriculum innovation occurs throughout the early childhood education (ECE) sector. This article reports on the results of a survey conducted in Aotearoa New Zealand, during Phase 1 of a two-phase mixed-methods study. The research examines the factors that shape the way teachers use curriculum innovation and seeks to understand how teachers'…

Research Findings: The quantity and especially the quality of language that children are exposed to in early childhood (e.g. decontextualised and conversation-eliciting language) is linked to important developmental outcomes such as later school success. When caregivers refer to past or future events, they extend the conversation beyond the…

This study investigated how New Zealand teachers in Early Childhood Education (ECE) gathered, documented and utilised assessment information about children's learning. It utilised phenomenological inquiry, with data being gathered through semi-structured interviews with five experienced ECE teachers. The findings highlight the complexity of the…

Autism/takiwatanga causes differences in the way people develop and learn. This research, using case study methodology, focused on teacher interactions with young autistic children in different early childhood education and care settings. The findings indicated most of the teachers included the autistic child through the use of acceptance, good…

Five early childhood teacher educators in Aotearoa New Zealand explored a range of literature to respond to the question: What does literature tell us about Maori leadership and how are our findings relevant to leadership in early childhood education (ECE) in Aotearoa? The process of finding and reviewing literature sources about Maori leadership…

This article troubles themes of equity, inclusion and belonging for early childhood teachers in Aotearoa New Zealand. The authors argue that relationships between teachers matter and, in pursuit of transformative teaching praxis, can be considered as a site for restorative justice, leading to increased solidarity and collective action. While much…

Internationally, there are growing concerns about the work-related well-being of early childhood teachers. There is currently limited guidance around specific practices teachers can use to support their well-being when challenges arise while teaching. Mindful self-compassion practice, which has elements of mindfulness, common humanity, and…

Networked approaches to professional learning have been shown to offer broad influence and unique benefits to teachers' continuing development. However, despite decades of research into the professional learning community (PLC) approach within single schools, there is a paucity of research about network PLCs and a lack of models for effective…

The 2020 COVID-19 pandemic rapidly impacted the education sector both in Aotearoa New Zealand and internationally. Most research has focused on the impacts within the primary, secondary, and tertiary education sectors. This article brings attention to the challenges faced by early learning kaiako while providing learning opportunities during…

Over the last two decades, early childhood education (ECE) has come to the top of the political agenda in New Zealand and internationally. The interest of governments and policy-makers in ECE has been driven by the thinking that an 'investment' in ECE is a key for a country's future social and economic development (OECD 2007, "Policy Brief:…

Inclusive experiences for all children are foundational to New Zealand early childhood education, yet teacher beliefs and practices related to identification and referral processes may be delaying access to important early intervention support for children with disabilities. To better understand teachers' perspectives, past and present, this…

Rapid technology advancements and global responses to sustainability have had a transformational impact on education in the 21st century. As early childhood teachers in Aotearoa/New Zealand respond these challenges, many have recognised the potential inquiry-based project learning (IBPL) has to transform learning for children through empowering…

Inspired by the New Zealand Association for Research in Education (NZARE) Conference 2022, entitled 'The Mighty Triangle: The strength of the research-policy-practice triangle for addressing local, national, and global challenges' (https://www.nzare.org.nz/events/te-aonui-the-mighty-triangle/), this article examines some of the relational…

Associate teachers (ATs) play a crucial role in supporting beginning teachers but there is little research that identifies the practicum as an opportunity for advancing ATs' leadership capability. While research identifies mentoring as central to the way ATs support beginning teachers entering the profession, there is little explicit discussion of…

Racism is pervasive in education in Aotearoa New Zealand, including in early childhood education. The preparedness of early childhood teachers to respond to the Ministry of Education's current anti-racism policy direction is a pressing concern. This is particularly the case, given the early childhood curriculum "Te Whariki: He whariki…