Comment

This issue includes a literature review of theory and research around children’s working theo ries; ways in which teachers purposefully inte grated the sounds, smells, tastes, sights, and textures that were known to the child, and new sensations for the child to affirm and extend the child’s sense of belonging; and case studies of four teaching and learning episodes where “everyday democratic practice” is enacted. There is also a thoughtful analysis of preservice teacher professional identity and whether and how Initial Teacher Education enables the development of advocate activist identities. Two articles raise issues that lend themselves to policy solutions in particular: an article on the impact of noise in ECE, and an article on integrated ECE service provision that is related to initiatives formulated in He Taonga te Tamaiti. Every Child a Taonga. Early Learning Action Plan 2019–2029.

Democratic practice in early childhood education: A world of possibilities for the young child

The enactment of everyday democratic practice in early childhood settings supports children to practise being active agents in their own lives. Through learning to take action on matters of importance, practising collaboration and listening, and seeing that their ideas matter and have significance, children are positioned to become engaged citizens. This article follows the work of four teachers at one centre, sharing four episodes of their teaching where democratic practice is evident

The impact of noise in early childhood settings: A New Zealand perspective

Excessive noise levels in early childhood centres have a direct impact on the learning of young children, as well as on the wellbeing of teachers. Psycho-acoustic studies show that noise is a key factor contributing to elevated adult stress levels and annoyance, leading to lower levels of adult sensitivity to children’s needs and fewer direct interactions with them. Longer term, local and international research indicates correlations between excessive noise in early childhood education (ECE) centres and health problems, such as to hearing loss, voice strain, obesity, diabetes, and cardiac conditions. Noise as a chaos factor in early childhood settings undermines wellbeing of both adults and children. Because noise negatively impacts on quality relationship and communication, children’s language development is also impacted. Yet noise within New Zealand early childhood settings is under-researched, under-regulated, and under-monitored. Drawing on local and international research and on a survey of New Zealand early childhood teachers, this article recommends regulating for the creation of quieter environments for the benefit of teachers and learners, the adults and children in early childhood settings.

Working with others: An investigation of early childhood education and care centre relationships with external organisations

This article reports on research conducted in New Zealand that deals with early childhood education (ECE) centre working relationships with external organisations, including agencies, social services, and other education providers. The goal of the research was to identify the types of current collaboration, the nature of these relationships, and benefits that are being derived from them. A total of 79 online surveys, supplemented by follow-up interviews, confirmed that ECE centres presently work collaboratively with several external organisations. They include educational providers, social service agencies, health services, and cultural support organisations. However, the nature of these relationships is largely compartmentalised and ad hoc, resulting in the potential for incomplete information sharing, and a lack of consistent, integrated decision making. Truly transformative partnering relationships remain a largely aspirational goal in ECE education. Key impediments include time for relationship building, and insufficient funding. Recommendations for improvement are offered, which are likely to be consistent with the goals of the Ministry of Education’s Early Learning Action Plan 2019–2029.

A sensory landscape of place as an invitation to belonging in early childhood settings

This article analyses data from a study that explored the role of early childhood education in supporting a sense of belonging for immigrant children and families in Aotearoa New Zealand, whilst sustaining their connections with homes and homelands. We draw on teachers’ documentation of curriculum experiences, focus group discussions, and interviews to consider ways in which teachers purposely integrated sensory experiences from children’s home countries within the curriculum in order to generate a sense of belonging. After introducing the topic and relevant literature, we describe the research design for the study and characteristics of the four participating early childhood centres. We then summarise representative comments about incorporation of the five senses within the centres, and set up an extended vignette of one centre. We assert that the sensory landscape of a place is a taken-for-granted and thus a largely overlooked aspect of early childhood pedagogy worthy of direct theory and practice attention.