Barriers to and facilitators of inclusion and equity in the workplace for diverse early childhood kaiako

2021 ◽  
pp. 25-30
Author(s):  
Veronica Griffiths ◽  
Erin Hall ◽  
Derek Hartley ◽  
Fleur Hohaia-Rollinson ◽  
Karen Illston ◽  
...  
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Working Conditions ◽  
Action Plan ◽  
Early Learning ◽  
Ministry Of Education ◽  
Diverse Range ◽  
Childhood Education ◽  
Aotearoa New Zealand

He Taonga te Tamaiti, Every Child a Taonga: Early Learning Action Plan 2019–2029 (Ministry of Education, 2019) presents goals directed towards strengthening quality provision in early childhood education (ECE) in Aotearoa New Zealand, including actions needed to attract and retain a diverse range of kaiako in the sector. Because “Kaiako are the key resource in any ECE service” (Ministry of Education, 2017, p. 59), they must feel safe, included, valued, and respected within early learning services and have good working conditions. We surveyed early childhood kaiako to find out more about the barriers to and facilitators of inclusion and equity in the workplace for diverse kaiako. The findings show that more can and should be done at all levels to support and protect the rights, wellbeing, belonging, mana, and needs of diverse kaiako in ECE.

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

scholarly journals Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

2020 ◽  
Vol 24 ◽  
pp. 58
Author(s):  
Peng Xu
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Citizenship Education ◽  
Methodological Approach ◽  
Citizenship Status ◽  
Childhood Education ◽  
Aotearoa New Zealand

 Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.

scholarly journals Building Inclusive Communities in Early Childhood Education: Diverse Perspectives from Aotearoa/New Zealand

2004 ◽  
Vol 5 (3) ◽  
pp. 293-308 ◽  
Author(s):  
Alexandra C. Gunn ◽  
Coralanne Child ◽  
Barbara Madden ◽  
Kerry Purdue ◽  
Nicola Surtees ◽  
...  
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Aotearoa New Zealand

scholarly journals Turning The Tide on Private Profit-Focused Provision In Early Childhood Education

2020 ◽  
Vol 24 ◽  
pp. 75
Author(s):  
Linda Mitchell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Best Interests ◽  
Community Based ◽  
Childhood Education ◽  
For Profit ◽  
Aotearoa New Zealand ◽  
Private Profit ◽  
Democratic System

The article analyses a market-based approach to early childhood education (ECE) provision and the growth of for-profit ECE provision, evidence about ‘quality’ and accessibility, and problems occurring when a need for private profit conflicts with the best interests of families and children. The issue of for-profit provision is set within the context of international developments and solutions in Europe, UK, US and Canada. Immediate steps that might be taken for a democratic system of community-based and public early childhood education in Aotearoa New Zealand are pinpointed. Overall, the article offers possibilities for asserting democratic values as a way towards alternatives in Aotearoa New Zealand’s early childhood education provision.

scholarly journals Distributed leadership for professional learning: Effective leadership practices in early childhood education

2021 ◽  
Author(s):  
◽  
Rachel Denee
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Distributed Leadership ◽  
Leadership Practices ◽  
Effective Leadership ◽  
Learning Context ◽  
Childhood Education ◽  
Aotearoa New Zealand

<p>In Aotearoa New Zealand, leadership within the early childhood education (ECE) sector is both positionally assigned and a required practice of all teachers. Within this context, distributed leadership – where all team members have the opportunity to lead – is increasingly seen as an effective leadership model (Thornton, 2010). The purported benefits of distributed leadership have significant overlap with professional learning: increased engagement, deeper learning, context-specific learning and improved pedagogical practices among teachers (Poekert, 2012). This study considers the relationship between distributed leadership and professional learning in ECE settings, and seeks to discover practices of effective positional leaders in facilitating both. A nationwide survey was carried out in Aotearoa New Zealand to capture a picture of current perceptions of ECE teachers and positional leaders about professional learning communities and, in particular, distributed leadership for professional learning. Subsequently, the leadership practices for distributed leadership and professional learning in three previously-identified high quality ECE services were investigated through individual and group interviews. The analysis of literature, survey and interview findings from this study led to a framework of effective leadership practice, consisting of six elements: inquiry and articulation of thinking; teachers enacting leadership; collaboration and dialogue; mentoring and coaching; fostering relational trust; and, creating vision and designing supportive structures.</p>

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