latest

• “Trying to wrap your head around all of that” – Leadership and curriculum implementation in early childhood settings.

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• Introducing New Zealand Sign Language within an inquiry-based assessment

  • Paige Thomson
  • Gillian Postlewaight
  Published : 11-03-2026

• Age ain’t nothing but a number: Rethinking groupings in ECE

  • Raewyn Penman
  • Victoria Kees
  • Sherideen Lange
  • Rachel Winslow
  Published : 12-02-2026

• Kaiako wellbeing in Aotearoa: Pandemic insights for future practice

  • Natalie Tunnell
  Published : 10-02-2026

• Moving past the dichotomy: Toward transformative evaluation in early childhood education

  • Lisa Winiata
  Published : 29-01-2026

• International ECE student teachers on practicum in Aotearoa New Zealand: Fostering ethnorelative understandings

  • Yanan Li
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• Where the Wild Things Are: A teacher's perspective on a timeless classic

  • Reviewer: Andrea Saladin
  Published : 15-09-2025

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• Editorial

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• Early Childhood in the Anglosphere: Systemic Failings and Transformative Possibilities

  • Reviewer: Jessica Smith
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• Manaaki Project: Our path, our connection

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• Unique approaches to children’s inquiry in early childhood education in Aotearoa New Zealand

  • Sarah Probine
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  • Rachael Burke
  • Joanne Alderson
  • Yo Heta-Lensen
  • Helen Wrightson
  • Fi McAlevey
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• Middle Eastern parents’ involvement with their children’s early childhood centres in New Zealand

  • Dr. Mehri Irajzad
  Published : 05-12-2024

• Re-conceptualising empathy as a form of prosocial self-regulation in young children: Considering the Reggio Emilia approach as a catalyst for the development of prosocial ways of being

  • Sonia Mastrangelo
  • Meridith Lovell-Johnston
  • Kelsey Robson
  • Norah Fryer
  Published : 05-12-2024

• “Bringing the Standards to life:” One initial teacher education team's experiences of the key teaching tasks

  • Sarah Probine
  • Jo Perry
  • Leanne Seniloli
  • Sophia Li
  • Mihaela Enache
  • Anamua Lole
  Published : 21-11-2024

• The Psychology of Starting School: An Evidence-Based Guide for Parents and Teachers

  • Reviewer: Zhenlin Wang
  Published : 21-11-2024

• The implementation of te reo Māori for student teachers and certificated teachers within early childhood education

  • Chrissie Keepa
  • Cathy Buntting
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• Unpacking a Puzzle of Practice: Supporting consistent, intentional and culturally responsive teaching to promote children’s social-emotional competence

  • Karen Mackay
  • Tara McLaughlin
  • Monica Cameron
  Published : 24-10-2024

• The ambiguous presence of children’s mental health in the context of the COVID-19 pandemic in early childhood curriculum

  • Barbara Scanlan
  • Galina Stebletsova
  Published : 07-05-2023

• Using social stories as an intentional teaching strategy

  • Vicki Gifkins
  • Tara McLaughlin
  Published : 07-05-2023

• Talanoa, vā and picturebook pedagogy to support Pacific identities in a kindergarten setting

  • Angela Fuimaono
  • Nicola Daly
  • Janette Kelly-Ware
  Published : 07-05-2023

• Reo Rua Pukapuka Pikitia: Whānau drawing on their community cultural wealth to create strategies for developing Te Reo Rangatira

  • Nicola Daly
  • Jacqui Brouwer
  Published : 07-05-2023

• Letter from … Nordic ECE students in a global online discussion

  • Fannie Johansson
  • Anna Barabonova
  • Sara Hansson
  Published : 07-05-2023

• Exploring the current climate of mathematics in early childhood education

  • Linda Clarke
  • Karen Mackay
  Published : 07-05-2023

• A data-informed look at how sustained shared thinking can promote child learning and progress

  • Karyn Aspden
  • Sue Cherrington
  • Lynda Hunt
  • Vicki Gifkins
  • Claire McLachlan
  • Tara McLaughlin
  Published : 07-05-2023

• Te aotūroa tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice, and equity from Aotearoa New Zealand (2nd Edition)

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• Editorial

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• Contributors

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• The Tāmaki Makaurau Associate Teacher Network:

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  • Mary-Liz Broadley
  • Monica Cameron
  • Lee Anne Turton
  • Jenny McClew
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• Editorial

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• Contributors

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• I am strong in mind, heart, and body and we are all connected;

  • Monica Bay Waters
  • Kim Thomson
  • Tracey Hosie
  • Kirsty Bargh
  • Sarah Berry
  • Tara McLaughlin
  • Lynette Wray
  Published : 25-01-2022

• Education across the ages

  • Philippa Isom
  Published : 25-01-2022

• Teachers’ Perceptions of Fathers’ Participation in Early Childhood Education in New Zealand

  • Parisa Tadi
  • Amir Sadeghi
  Published : 25-01-2022

• A Survey of Emotional Factors for Early Years Educators During the Delta Lockdown of 2021.

  • Kirstine Rapson
  Published : 25-01-2022

• Does the ‘More Knowledgeable Other’ and the established discourses that accompany it have a place in ECE today? Rethinking and Re-Casting Vygotsky for the Twenty-first Century.

  • Sarah Probine
  • Jo Perry
  Published : 25-01-2022

• Perceptions of leadership in New Zealand early childhood services

  • Christina Egan
  Published : 25-01-2022

• The Experiences of Rural Playcentres: Under-Supported, Under Valued and Under Attack

  • Elise James
  Published : 25-01-2022

• Using scale tools to enhance communication practices at Daisies Te Pihinga, A TLIF Round 5 inquiry

  • Anne Meade
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  Published : 25-01-2022

• Volume 58, Spring/Summer, 2015

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  Published : 10-08-2021

• Volume 59, Autumn/Winter, 2016

  • Various Authors
  Published : 10-08-2021

• Volume 60, Spring/Summer, 2016

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• Volume 62, Autumn/Winter 2017

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  Published : 10-08-2021

• Volume 62, Spring/Summer. 2017

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  Published : 10-08-2021

• Volume 63, Autumn/Winter 2018 Whole document

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• An examination of the updated Te Whāriki in relation to inclusive practice

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• Working with two-year-old’s: Developing reflective practice

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• Ngā reo e toru: Trissessment listening to whānau, tamariki and kaiako voices to make learning visible through assessment.

  • Sue Werry
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  Published : 21-01-2021

• Challenging the ‘old normal’: Privatisation in Aotearoa’s early childhood care and education sector

  • Caitlin Neuwelt
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• Children as teachers: How do we support children to be leaders amongst their peers?

  • Penny Smith
  Published : 21-01-2021

• Transition to School Strategies: Strengthening our practice to support whānau and tamariki

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• A leai se gagana, ua leai se aganu‘u, a leai se aganu‘u ona po lea o le nu‘u

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• Northcote Baptist Community Preschool: Digital fluency in the presence of an intentional teacher

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• Nelson Central School: Raising student achievement by developing a whole school nurturing culture

  • Tracy Watkin
  Published : 21-01-2021

• Reflexes and their relevance to learning

  • Leanne Seniloli
  Published : 21-01-2021

• Politics in the Playground: The world of early childhood education in Aotearoa New Zealand

  • Sue Stover
  Published : 21-01-2021

• Volume 64, 2018 Whole document

  • Various Authors
  Published : 21-01-2021

• Editorial

  • Claire McLachlan
  Published : 21-01-2021

• Data, knowledge, action: A teacher led inquiry into data informed teaching in early childhood education

  • Lynda Hunt
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  • Sue Cherrington
  • Karyn Aspden
  • Claire McLachlan
  Published : 21-01-2021

• Hokowhitu kindergarten’s journey: TLIF data, knowledge, action project

  • Susan Hildred
  • Heidi Burden
  • Kylie Clayton
  • Julia Jones
  • Wilma Aldridge
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  Published : 21-01-2021

• Kelvin Grove Kindergarten: Our TLIF Journey

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  • Penny Burton
  • Jess Ballentyne
  • Coralie Stanley
  • Tara McLaughlin
  Published : 21-01-2021

• Riverdale Kindergarten’s TLIF journey

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  Published : 21-01-2021

• TLIF Data, Knowledge, Action project: West End Kindergarten’s inquiry journey

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  Published : 21-01-2021

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• Editorial: The beginning of a new era

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• Soft skills surfacing in collaborative reading practices at home and early childhood centre

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• Building bridges: Developing an ECE presence in Kāhui Ako

  • Christine Bailey
  Published : 31-01-2020

• An introduction to early childhood education in China: A consideration of quality

  • Dan Wan
  Published : 31-01-2020

• Weaving Te Whāriki Aotearoa New Zealand’s early childhood curriculum document in theory and practice

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  Published : 31-01-2020

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  Published : 31-01-2020

• Contributors

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• Children as teachers: How do we support children to be leaders amongst their peers?

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• Unique approaches to children’s inquiry in early childhood education in Aotearoa New Zealand

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• An examination of the updated Te Whāriki in relation to inclusive practice

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  Published : 12-04-2021

• “Bringing the Standards to life:” One initial teacher education team's experiences of the key teaching tasks

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  • Sophia Li
  • Mihaela Enache
  • Anamua Lole
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• Re-conceptualising empathy as a form of prosocial self-regulation in young children: Considering the Reggio Emilia approach as a catalyst for the development of prosocial ways of being

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  • Norah Fryer
  Published : 05-12-2024

• Talanoa, vā and picturebook pedagogy to support Pacific identities in a kindergarten setting

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  • Nicola Daly
  • Janette Kelly-Ware
  Published : 07-05-2023

• Reweaving practice: The challenges and opportunities for overseas-trained teachers in Aotearoa

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  Published : 16-07-2025

• Soft skills surfacing in collaborative reading practices at home and early childhood centre

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  Published : 31-01-2020

• Moving past the dichotomy: Toward transformative evaluation in early childhood education

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• Te aotūroa tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice, and equity from Aotearoa New Zealand (2nd Edition)

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  Published : 07-05-2023

• Transition to School Strategies: Strengthening our practice to support whānau and tamariki

  • Kaye Hoffman
  Published : 21-01-2021

• Challenging the ‘old normal’: Privatisation in Aotearoa’s early childhood care and education sector

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  • Jenny Ritchie
  Published : 21-01-2021

• Does the ‘More Knowledgeable Other’ and the established discourses that accompany it have a place in ECE today? Rethinking and Re-Casting Vygotsky for the Twenty-first Century.

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  • Jo Perry
  Published : 25-01-2022

• Walking the talk: Leadership in New Zealand early childhood settings

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• The Experiences of Rural Playcentres: Under-Supported, Under Valued and Under Attack

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  Published : 25-01-2022

• An introduction to early childhood education in China: A consideration of quality

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• A data-informed look at how sustained shared thinking can promote child learning and progress

  • Karyn Aspden
  • Sue Cherrington
  • Lynda Hunt
  • Vicki Gifkins
  • Claire McLachlan
  • Tara McLaughlin
  Published : 07-05-2023

• Designing a funding system for Playcentre: Lessons from History

  • Suzanne Manning
  Published : 31-01-2020

• Hokowhitu kindergarten’s journey: TLIF data, knowledge, action project

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  • Heidi Burden
  • Kylie Clayton
  • Julia Jones
  • Wilma Aldridge
  • Cherrington Sue
  Published : 21-01-2021

• Northcote Baptist Community Preschool: Digital fluency in the presence of an intentional teacher

  • Elizabeth Lupton
  • Ann Hatherly
  Published : 21-01-2021

• Kelvin Grove Kindergarten: Our TLIF Journey

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  • Leanne Walls
  • Angela Gibson
  • Penny Burton
  • Jess Ballentyne
  • Coralie Stanley
  • Tara McLaughlin
  Published : 21-01-2021

• Teachers’ Perceptions of Fathers’ Participation in Early Childhood Education in New Zealand

  • Parisa Tadi
  • Amir Sadeghi
  Published : 25-01-2022

• TLIF Data, Knowledge, Action project: West End Kindergarten’s inquiry journey

  • Jo Ellery
  • Mel Kenzie
  • Debby Gough
  • Marie O'Neil
  • Sue Cherrington
  • Lynda Hunt
  Published : 21-01-2021

• Data, knowledge, action: A teacher led inquiry into data informed teaching in early childhood education

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  • Tracey Hosie
  • Kirsty Bargh
  • Sarah Berry
  • Tara McLaughlin
  • Lynette Wray
  Published : 25-01-2022

• Volume 62, Spring/Summer. 2017

  • Various Authors
  Published : 10-08-2021

• Editorial: The beginning of a new era

  • Claire McLachlan
  Published : 31-01-2020

• The Psychology of Starting School: An Evidence-Based Guide for Parents and Teachers

  • Reviewer: Zhenlin Wang
  Published : 21-11-2024

• Where the Wild Things Are: A teacher's perspective on a timeless classic

  • Reviewer: Andrea Saladin
  Published : 15-09-2025

• Editorial

  • Karyn Aspden
  Published : 16-12-2024

• Building bridges: Developing an ECE presence in Kāhui Ako

  • Christine Bailey
  Published : 31-01-2020

• Ngā reo e toru: Trissessment listening to whānau, tamariki and kaiako voices to make learning visible through assessment.

  • Sue Werry
  • Eric Hollis
  • Roberta Skeoch
  Published : 21-01-2021

• Contributors

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  Published : 31-01-2020

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  • Mary-Liz Broadley
  • Monica Cameron
  • Lee Anne Turton
  • Jenny McClew
  • Rebecca Hopkins
  Published : 25-01-2022

• Early Childhood in the Anglosphere: Systemic Failings and Transformative Possibilities

  • Reviewer: Jessica Smith
  Published : 16-12-2024

• Using scale tools to enhance communication practices at Daisies Te Pihinga, A TLIF Round 5 inquiry

  • Anne Meade
  • Meg Kwan
  Published : 25-01-2022

• The ambiguous presence of children’s mental health in the context of the COVID-19 pandemic in early childhood curriculum

  • Barbara Scanlan
  • Galina Stebletsova
  Published : 07-05-2023

• Opening doors:Teachers supporting children with a loved one incarcerated

  • Charlotte Robertson
  Published : 21-01-2021

• Contributors

  • Claire McLachlan
  Published : 25-01-2022

• Riverdale Kindergarten’s TLIF journey

  • Coralie Stanley
  • Jules Greenfield
  • Nicki Walshe
  • Megan Philpott
  • Tara McLaughlin
  Published : 21-01-2021

• Politics in the Playground: The world of early childhood education in Aotearoa New Zealand

  • Sue Stover
  Published : 21-01-2021

• Editorial

  • Claire McLachlan
  Published : 25-01-2022

• The role of critical friends and organisational leadership in supporting teacher inquiries in ECE settings

  • Sue Cherrington
  • Gaylyn Campbell
  • Roybn Vine-Adie
  • Tara McLaughlin
  Published : 03-02-2021

• Contributors

  • Claire McLachlan
  Published : 21-01-2021

• Contributors

  • Karyn Aspden
  Published : 07-05-2023

• Letter from … Nordic ECE students in a global online discussion

  • Fannie Johansson
  • Anna Barabonova
  • Sara Hansson
  Published : 07-05-2023

• Editorial

  • Karyn Aspden
  • Claire McLachlan
  Published : 07-05-2023

• Age ain’t nothing but a number: Rethinking groupings in ECE

  • Raewyn Penman
  • Victoria Kees
  • Sherideen Lange
  • Rachel Winslow
  Published : 12-02-2026

• Introducing New Zealand Sign Language within an inquiry-based assessment

  • Paige Thomson
  • Gillian Postlewaight
  Published : 11-03-2026

• Education across the ages

  • Philippa Isom
  Published : 25-01-2022

• A Survey of Emotional Factors for Early Years Educators During the Delta Lockdown of 2021.

  • Kirstine Rapson
  Published : 25-01-2022

• Together is best - Partnership in assessment in a digital world

  • Janice Pennells
  Published : 25-01-2022

• Working with two-year-old’s: Developing reflective practice

  • Karyn Aspden
  Published : 21-01-2021

• Exploring the current climate of mathematics in early childhood education

  • Linda Clarke
  • Karen Mackay
  Published : 07-05-2023

• For women and children: A tribute to Geraldine McDonald

  • Claire McLachlan
  Published : 31-01-2020

• “Trying to wrap your head around all of that” – Leadership and curriculum implementation in early childhood settings.

  • Monica Cameron
  • Penny Smith
  • Karyn Aspden
  Published : 18-03-2026

• Kaiako wellbeing in Aotearoa: Pandemic insights for future practice

  • Natalie Tunnell
  Published : 10-02-2026

• Volume 58, Spring/Summer, 2015

  • Various Authors
  Published : 10-08-2021

• Nelson Central School: Raising student achievement by developing a whole school nurturing culture

  • Tracy Watkin
  Published : 21-01-2021

• Volume 59, Autumn/Winter, 2016

  • Various Authors
  Published : 10-08-2021

• Volume 60, Spring/Summer, 2016

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