scholarly journals Minding the P's: Passion in Professionalism in Early Childhood Education in Aotearoa New Zealand

2012 ◽  
Vol 13 (4) ◽  
pp. 344-347 ◽  
Author(s):  
Beverley Clark
Keyword(s):  
Early Childhood ◽  
United Kingdom ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Small Scale ◽  
Childhood Education ◽  
The United Kingdom ◽  
Aotearoa New Zealand ◽  
Teaching Community

This article examines small-scale research into what passion might mean to early childhood teachers in the context of Aotearoa New Zealand. The catalyst for this research was twofold: Moyles' work in the United Kingdom on passion, professionalism and paradox, and the author's personal encounters with the distinct views in the teaching community on the relevance of passion for teaching. While on a small scale, this research is significant as it explores a term that is widely used in many contexts, particularly in relation to teaching. The research examines the interpretation of this concept in the context for teaching in early childhood education (ECE) settings in Aotearoa New Zealand and it will form the basis for further, wider research on this topic in 2012.

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.

Parents’ Perspective on Early Childhood Education in New Zealand: Voices from Pacifika Families

2018 ◽  
Vol 43 (1) ◽  
pp. 52-58
Author(s):  
Pratika Singh ◽  
Kaili C Zhang
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Cultural Practice ◽  
Children And Families ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Diverse Backgrounds ◽  
At Home

AOTEAROA/NEW ZEALAND HAS a reputation for being a world leader in early childhood education. However, research indicates that many early childhood teachers in New Zealand encounter difficulties when working with children and families from diverse backgrounds. In addition, though a plethora of research has been done on early childhood teachers’ partnership with parents of multicultural backgrounds, little attention has been given by researchers to Pacifika parents’ perspective on early childhood education in New Zealand. This article draws on findings from an interpretative study on three Pacifika families’ views about their cultural practice at home and their views about early childhood education in New Zealand. It is believed that investigating parents’ views on early childhood education and early childhood services in New Zealand can provide better support for families and children from Pacifika backgrounds.

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.

Nannies, Migration and Early Childhood Education and Care

2016 ◽  
Author(s):  
Elizabeth Adamson
Keyword(s):  
Early Childhood ◽  
United Kingdom ◽  
Early Childhood Education ◽  
Migration Policy ◽  
Family Day Care ◽  
Childhood Education ◽  
Standard Work ◽  
The United Kingdom ◽  
Education And Care ◽  
And Migration

Once considered the preserve of the wealthy, nanny care has grown in response to changes in the labour market, including the rising number of mothers with young children, and increases in non-standard work patterns. This book examines the place of in-home childcare, commonly referred to as care by nannies, in Australia, the United Kingdom and Canada since the 1970s. In contrast to childminding or family day care provided in the home of the carer, in-home care takes place in the child’s home. The research extends beyond the early childhood education and care domain to consider how migration policy facilitates the provision of childcare in the private home. New empirical research is presented about in-home childcare in Australia, the United Kingdom and Canada, three countries where governments are pursuing new ways to support the recruitment of in-home childcare workers through funding, regulation and migration. The compelling policy story that emerges illustrates the implications of different mechanisms for facilitating in-home childcare - for families and for care workers. It proposes that these differences are shaped by both structural and normative understandings about appropriate forms of care that cut across gender, class/socioeconomic status and race/migration. Overall, it argues that greater attention needs to be given to the way childcare work in the private home is situated across ECEC and migration policy.

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
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