ECE – Teaching & Learning Research Initiative

Early childhood teacher practices for supporting oral language acquisition and competency for children from Pacific heritages

Our project uses a multiple case-study design to investigate how EC teachers in both Pacific and non-Pacific ECE settings can effectively support oral language acquisition and learning for children from Pacific heritages. At the heart of this research is our focus on quality teacher-child practices and interactions that support children’s oral language learning and development. Our project draws on Pacific values of respect, reciprocal relationships, family and belonging (Rimoni, Glasgow & Averill, 2022) together with alofa (love and commitment), tautua (service and responsibilities, and fa’aaloalo (respect and dignity) (Luafutu-Simpson, 2011) and uses Pacific methodologies of teu le va and talanoa to enable researchers, teachers and whānau to share and build understandings

Supporting children’s literacy skills and sense of belonging through co-created multilingual multimodal stories

As families from refugee/immigrant backgrounds resettle in New Zealand to bring up children in a society that privileges English, effort is required to pass on their linguistic and cultural heritage to the next generation. This two-year project is a research-practice partnership which utilises culturally sustaining storytelling strategies to explore how family engagement in early childhood settings can enhance children’s learning outcomes and affirm their multiliterate identities. Using a narrative approach to qualitative inquiry, the research team will work with families from refugee/immigrant backgrounds to co-create multilingual multimodal stories situated in the participants’ lives and investigate the impact on home-school connections, children’s literacy outcomes, and their multiliterate identities. Aims The study’s central

Pacific Leadership in ECE: Privileging Culture, Community and Enhanced Outcomes

Our two-year project seeks a deep understanding of how Pacific ECE settings in Aotearoa enact culturally grounded, community-responsive leadership to promote equitable educational outcomes for Pacific children, their families, and communities. In this strengths-based project, we will collaborate with teachers and leaders (the practitioner-researchers), family/community members, and elders from Samoan and Tongan community-based centres to investigate the culturally-grounded collective leadership practices that make a positive difference for Pacific children, and their families/communities. Findings will inform teaching and leadership practices to enhance the educational experiences and outcomes for Pacific children, and their families/communities in these and other culturally diverse ECE settings. Aims Our research collaboration aims to transform the educational experiences of

Renewing participatory democracy: Walking with young children to story and read the land

Participatory democracy provides the value base and conceptual frame for this project. We will explore the ways in which walking, reading and storying the land with teachers, community members, iwi, and whānau, enable young children to experience and learn about their local area (its stories, geology, biodiversity and cultural meanings), and envision democratic socio-ecological futures. A participatory design research process will support two kindergartens, a kōhanga reo, and a primary school to develop and analyse pedagogical strategies that promote valued learning and dispositions of being ready, willing and able to actively participate in Aotearoa New Zealand and as “citizens of the world”. Aims Our research questions ask: What does it mean

Pepe meamea in the spirit of the collective: Embedding Samoan indigenous philosophy in ECE for Samoan children under two

Introduction Our approach to research intentionally engaged processes of co-design whereby the study of pepe meamea (Samoan conceptualisation of infants and toddlers) with our research partners ensured that the values and practices of Samoan Indigenous knowledge systems were privileged throughout all stages of the research. The co-design process we collectively premised affirms relationality that grounds both collective and individual engagement within and contributions to the study. The 2-year project focused on reconceptualising and transforming the pedagogy of early childhood education (ECE) teachers of Samoan infants and toddlers into sustainable and holistic approaches to improve ola laulelei (cultural wellbeing) outcomes for Samoan infants and toddlers. From a Samoan perspective, ola refers to

Te Whakapūmautia te mana: Enhancing Mana Through Kaitiakitanga

Introduction Wellbeing is fundamental to an individual’s ability to function and live well (Durie, 1998). Wellbeing statistics in New Zealand highlight that Māori have some of the worst levels of educational attainment, high levels of unemployment and incarceration, decreasing levels of home ownership, lower than average incomes, higher than average mortality rates, inequitable access to healthcare, and the highest levels of suicide since records began (Chalmers & Williams, 2018). From a Māori perspective, wellbeing, or hauora, involves spiritual, physical, mental, emotional, and social wellbeing (Durie, 1998). Mana and kaitiakitanga encapsulate the relationships central to Māori understandings of hauora (Dobbs & Eruera, 2014). Mana translates as “authority, control, influence, prestige, power” (Hemara,

Data, knowledge, action: Exploring sustained shared thinking to deepen young children’s learning

Introduction and Background This TLRI project is part of a larger programme of research referred to as the Data, Knowledge, Action project. The Data, Knowledge, Action programme of research focuses on the development and use of innovative and authentic data systems to help early childhood teachers in Aotearoa New Zealand examine young children’s curriculum experiences and strengthen their teaching practice. To date the programme comprises of: a) a pilot study undertaken in 2017 to develop and trial innovative and authentic data systems to investigate children’s experiences of curriculum; b) a 18-month project funded by the Teacher Led Innovation Fund (TLIF) involving teacher-led inquiries into children’s experiences (July 2018 – December 2019;

Strengthening belonging and identity of refugee and immigrant children through early childhood education

Introduction This project explored the role of early childhood education (ECE) and pedagogical strategies in supporting a sense of belonging and identity for refugee and immigrant children and families in Aotearoa New Zealand. We used a design-based research methodology in four culturally diverse ECE settings to develop and trial theories and strategies about how ECE can deliberately encourage refugee and immigrant children to connect with their home countries, sustain their cultural identity, and simultaneously live within and contribute to Aotearoa New Zealand. We analysed the affordances of drawing, storytelling and play, and of teacher engagement with children, parents, and whānau, for constructing pathways to belonging in Aotearoa New Zealand. The research

Supporting Teaching and Learning in Home-Based Early Childhood Education

E tipu e rea mo ngā rā o tō ao. Grow up, o tender shoot, and thrive in the days destined for you. Introduction Children’s early years set the stage for their future development, in education and beyond (Poulton, Gluckman, Potter, McNaughton, & Lambie, 2018). In New Zealand, and internationally, many young children spend time in the education and care of other adults (Education Counts, 2019; National Survey of Early Care and Education Project Team, 2016). Given this, early childhood education and care (ECEC) is a potentially important influence for the development of children (Education Counts, 2019; McCoy et al., 2017) and the wellbeing of society (Heckman, 2011; National Academies of

Age-responsive pedagogies: ‘Preschool’ ECE teachers interrogate their dialogues with and about two-year-olds

Our study highlights how careful attention to, reflection on, and critical engagement with the dialogues of 2-year-olds in preschool ‘mixed-age’ settings can help teachers work more effectively with these learners. The teachers in our study carried out in-depth coding of, and reflection on, comprehensive video footage of dialogues involving 2-year-olds in two preschool settings over 2 years. In-depth analysis of the video footage enabled teachers to see 2-year-olds as more competent and complex learners than they had previously realised. Teachers also saw the important role that older peers played in the 2-year-olds’ learning. Our findings provide insights into how teachers can adjust their own dialogues to encourage 2-year-olds to become agentic

Te Kura Mai i Tawhiti: He Tau Kawekaweā: Building the foundation for whanau educational success and wellbeing; a Kaupapa Māori ECE approach

Introduction Te Kōpae Piripono (TKP), Māori immersion early childhood education (ECE) centre, was recognised by the Ministry of Education in 2005 as a Centre of Innovation (COI), funding a 3-year practitioner research project which looked at whether Whānau Development at Te Kōpae Piripono fosters leadership across all levels of the whānau enhancing children’s learning and development (Tamati, Hond-Flavell & Korewha, 2008). The COI research identified obstacles to individual and collective whānau development and participation in TKP that can have negative consequences for the educational and life outcomes of children and their whānau (families). This study, He Tau Kawekaweā, has built upon understandings derived from that earlier research. The aim of this

Children’s working theories about identity, language, and culture –
O faugamanatu a fanau e sa’ili ai o latou fa’asinomaga, gagana ma aganu’u

Introduction Ma’au i lou ofaga, maua’a i lou faasinomaga. Keep your identity alive to thrive. This 2-year collaborative research project focused on young children’s working theories about identity, language, and culture, how early childhood teachers can nurture and encourage this learning, and how this in turn impacts on children’s participation in early childhood education (ECE) communities. The project builds on a previous Teaching and Learning Research Initiative (TLRI) project that explored children’s working theories in action in five Playcentres in Canterbury (Davis & Peters, 2011). That project showed ways children express and develop working theories, how practitioners understand these, and how best to respond to this learning (Davis & Peters, 2011).

Inquiring minds, meaningful responses: Children’s interests, inquiries, and working theories

Introduction: Research rationale and aims In keeping with the spirit, aims, and principles of the Teaching and Learning research Initiative (TLRI) programme, the following whakataukī has guided our research project: Ma te mahi ka mohio, ma te mahi ka marama, ma te mahi ka matatau. Through practice comes knowledge, through knowledge comes understanding, through understanding comes expertise. Our project has been grounded in the realities and complexities of teaching practice, and the fundamental partnership between teachers and their families and communities. Many early childhood settings in Aotearoa New Zealand follow the advice of Te Whāriki (Ministry of Education, 1996) and use children’s interests as a source of curriculum decision making. Earlier

Move, Act, Play, Sing (MAPS): Exploring early childhood arts teaching and learning strategies and concepts through community arts interventions

Introduction Move, Act, Play, Sing (MAPS) explored early childhood teaching and learning in the performing arts through community artist interventions and relational practices and pedagogies. The research developed three early childhood centre case studies where teachers, children, and parents worked together with community artists, the research team, and other colleagues to explore emergent pathways of performing arts teaching and learning. In MAPS, community artists in music, dance, and drama worked alongside teachers and children in semi-planned, open, and improvisatory pedagogical settings set up to explore the potentialities of performing arts learning and teacher responses in the centre environments and communities. The ethnographic inquiry focused on how the early childhood teachers engaged

Children as teachers: families as learners

Introduction In this project, the research team—a collaboration between teacher researchers and university researchers— was interested in finding out about how children as teachers might engage their families as learners at a museum. This project had two parts. First, it was about young children as museum guides, explaining their understandings about a museum exhibit or object to others. Second, the research explored the ways in which shared experiences with families and friends visiting a museum invited conversations that include families’ social and cultural knowledge, and engaged families in their children’s learning. The research also explored what objects or exhibits and accompanying stories captured the children’s interests and how competently and efficiently

Pedagogical intersubjectivity: Teaching and learning conversations between children and teachers

Introduction This project builds on prior national TLRI research investigating teaching and learning episodes between teachers and child during their everyday interactions (Carr, et al., 2008; Davis & Peters, 2008). These prior studies indicated that teachers sometimes found it difficult to: choose which of the children’s interactions they should involve themselves in to develop opportunities for children’s learning (Carr, 2007; Davis & Peters, 2008) interact with children in ways that avoid “hijacking” their developing working theories (Davis & Peters, 2008). International studies exploring early childhood education practices were also considered in the planning of this project. Specifically, the “effective Provision of Pre-school education” (EPPE) study (Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart,

Our place: Being curious at Te Papa

Introduction This Teaching and learning research initiative (TLRI) project was sited in a kindergarten, Tai Tamariki, at the Museum of New Zealand Te Papa Tongarewa in Wellington. This kindergarten is a full day-centre for children aged 0–5 years. On average, 70 percent of the families include staff at Te Papa. The research focused on the relationship between the teachers, children and families at the kindergarten and selected exhibitions at Te Papa. It was extended to include these relationships with exhibitions at nearby art galleries. Key findings The project’s goals and intentions were to construct an understanding of how the children at this kindergarten made meaning of what they encountered and experienced at

Learning wisdom: Young children and teachers recognising the learning

Introduction This project aimed to explore the ways in which young children could become more wise about their learning journeys, and perhaps the learning journeys of others. In particular, we wanted to explore how—and whether—four-year-olds could develop some understandings about what they were learning and why it might have been valuable. We wondered whether they could articulate these ideas, and we explored the revisiting of episodes of learning as a location for the research. We called this ‘learning wisdom’, building on a growing literature on this topic. Sternberg, Reznitskaya, & Jarvin (2007) had suggested that wisdom in education includes a balancing of short- and long-term goals, and a balancing of intrapersonal,

Strengthening Responsive and Reciprocal Relationships in a Whānau Tangata Centre: an Action Research Project

1. Research questions and aims Background to the project This project came about after discussions with the general manager of the Wellington Region Free Kindergarten Association and Jeanette Clarkin-Phillips (University of Waikato) about setting up a research partnership to support the teachers at Taitoko Kindergarten in Levin. The teachers were establishing an integrated community centre (the whānau tangata centre) as part of a parent support and development initiative funded by the Ministry of Education in conjunction with the Ministry of Social Development. This initiative in Levin includes a drop-in centre for parents, parent workshops on topics of the parents’ choice, a well-resourced whānau room, facilities for infants and toddlers, school liaison

Homebased early childhood education (family day care) – The Visiting Teacher’s role in improving Educators’ practices

Abstract This project investigated the role of Visiting Teachers (formerly called coordinators) in improving the quality of Educators’ practices, and children’s learning outcomes, in the homebased settings supervised by the Dunedin Community Childcare Association (DCCA). The Visiting Teachers in the project engaged in two action research cycles, one per year, examining how the different activities, tasks, professional development workshops and Visiting Teacher-Educator interactions enhanced educational and care practices in the homebased settings. We focused on support services within the homebased early childhood education and care setting (the Visiting Teacher as well as professional development provided by the DCCA) as international research has shown this role of Visiting Teacher is both a

Whakawhanaungatanga: Partnerships in bicultural development in early childhood care and education

1. Aims, objectives, and research questions Introduction This project aimed to build on the theoretical and methodological foundations established in a doctoral research project recently completed by Jenny Ritchie (2002). The intention was to utilise collaborative partnerships between teacher educators, professional development providers, and early childhood educators, in order to identify effective strategies for building and strengthening relationships between early childhood educators and whänau/hapū/iwi Māori within early childhood care and education settings. The research was premised on findings of Ritchie (2002): that strengthening provision of the bicultural aspirations of the early childhood curriculum, Te Whāriki (Ministry of Education, 1996b), within mainstream early childhood education and care settings is a central professional

Te Puawaitanga: Partnerships with tamariki and whānau in bicultural early childhood care and education

Dedication This report is dedicated to the memory of Fred Kana, our dear friend and colleague. Moe mai rā, e hoa. 1. Contexts for the research Whakawhanaungatanga, Tiriti-based partnership, and narrative methodologies This project has extended upon knowledges gained from a previous Teaching and Learning Research Initiative (TLRI) research project, Whakawhanaungatanga—Partnerships in Bicultural Development in Early Childhood Care and Education (the Whakawhanaungatanga project) (Ritchie & Rau, 2006), which focused on identifying strategies used by early childhood educators, professional development providers, teacher educators, and an iwi education initiative. This kaupapa is consistent with the bicultural mandate contained within key regulatory and curriculum statements. These include the Ministry of Education’s Desirable Objectives and

Key Learning Competencies Across Place and Time: Kimihia te ara tōtika, hei oranga mō to ao

1. Aims, objectives, and research questions Background to the project: Two curriculum documents in Aotearoa New Zealand The overarching aim of this research in the proposal was the following: In a number of early childhood centres and early years school classrooms that have already begun to explore in this area, to investigate effective pedagogy designed to develop five learning competencies over time. This project was developed in response to curriculum reform in Aotearoa New Zealand. When the project began, the Ministry of Education was undergoing a review of the school curriculum. This review began in 2001 with a Curriculum Stocktake Report (Ministry of Education, 2002) and continued throughout 2005 and 2006.

Training on the job: How do home-based co-ordinators support educators to notice, recognise, and respond?

1. Aims, objectives, and research questions The aim of this research was: To investigate how home-based co-ordinators support educators[1] to notice, recognise, and respond to children’s learning. The research objectives were to: investigate co-ordinators’ practice document educators’ understanding of children’s learning discover how (a) impacts upon (b). There were three research questions: What are co-ordinators doing to support educators to notice, recognise, and respond to children’s learning? What changes are evident in educators’ practice as a result of what co-ordinators do? What factors seem to be important in this process? Background New Zealand home-based childcare services, as with all services within the early childhood sector, must meet certain requirements set out

Enhancing mathematics teaching and learning in early childhood settings

1. Aims, objectives, and research questions Aim The overall aim of the project was to engage early childhood teachers in investigating and improving their expertise in the teaching and learning of mathematics. The intention of the project was to develop a research environment through which researchers and kindergarten teachers worked collaboratively, using action research methodology, to explore means by which mathematical outcomes for children could be maximised. The research arose from the premise that within the field of mathematics education, while much has been written about mathematical experiences of both learners and teachers in the compulsory (school) sectors of education, very little is documented on mathematical learning and teaching in the

Under 3 year-olds in kindergarten: children’s experiences and teachers’ practices

1. Introduction Background Historically, kindergartens have provided early childhood environments for over three year-olds. Recent demographic changes have seen a fall in enrolments and in the numbers of children on waiting lists. The pressure to keep kindergartens on full rolls so that they can benefit from higher funding has meant that many kindergartens have enrolled a significant number of under-three year-olds in their centres. This has proven to be a challenge for teachers in terms of their teaching practices, programming and curriculum goals. Factors in the teaching environment, such as a physical environment structured primarily for the older-age child, and the large group setting of 30 to 45 children per session