The NZ Research in Early Childhood Education Journal is an academic peer-reviewed journal for the publication of research findings, methodological papers and theoretical articles relating to early childhood education (from conception and up to eight years of age). Research relating to parenting, teaching and learning, improving outcomes for diverse children, bicultural and multicultural practices, child health, child care, and teacher education and professional development are particularly invited. Papers looking at methodological issues and contributing to the development of theory in early childhood education are also invited. The aim of the journal is to promote the development of quality New Zealand early childhood research.

Subscription information can be found on the Child Forum website.

 
Reviewing the Reviewers: Commentary on the Education Review Office’s Evaluation of Assessment in Early Childhood Settings
Ken E. Blaiklock

Dictators and Directors: Leadership Roles in Children’s Collaborative Play
Brent Mawson

Recognising a Child’s Perspective of Time in Daily Practice
Marianne Knaus

Accentuating the Otherness of Men in Early Childhood Education
Alex M. Williams

Everyday Cultural Development in the Life of a Three-year-old Child
Hilary Monk

Parents as Educators at Playcentre
Suzanne Manning and Judith Loveridge

The Hearing Status and Exposure to Noise of Early Childhood Centre Staff
Stuart J. McLaren and Philip J. Dickinson

Researching Children’s Musical Learning Experiences within a Learning Story Framework
Berenice Nyland and Jill Ferris

Bicultural Meanings: What do Practitioners Say?
Chris Jenkin

Planning, Undertaking an Disseminating Research in Early Childhood Settings: An Ethical Framework
Joy Cullen, Helen Hedges and Jane Bone

Building Positive Research Relationships with Young Children
Rosemary D. Richards

Embedding Self, Others, Culture and Ethics in Intercultural Research
Karen Liang Guo

Writing Research: Narrative, Bricolage and Everyday Spirituality
Jane Bone

 
Making Choices: Contradictions and Commonalities in the Valuing of Caring and Working by Government Policy and First Time Mothers
Ella R Kahu and Mandy Morgan

Perceptions of Inclusive Early Intervention: Parents, Early Childhood Teachers, Speech-language therapists, Early Intervention Teachers and Education Support Workers describe their Understandings and Experiences of their Shared Task
Lesley Dunn

Disabled by the Discourse: Some Impacts of Normalising Mechanisms in Education and Society on the Lives of Disabled Children and their Families
Bernadette Macartney

“Pretend I’m Dead, eh”: The Place of Death in Socio-Dramatic Play
Brent Mawson

Parent Education and Support through Early Childhood Centre Networks
Avril Thesing

A Critique of the Use of Learning Stories to Assess the Learning Dispositions of Young Children
Ken E. Blaiklock

Action Research in Early Childhood Centres: Balancing Research and Professional Development Goals
Carol Cardno

Early Literacy and the Transition to School: Issues for Early Childhood and Primary Educators
Claire McLachlan

Who Sleeps at Playcentre? Examining the Role of Early Childhood Regulations
Maureen Woodhams

Engaging Couples in Family Leisure Research
David Lamb

Making Meaning: Working towards Teacher Registration as a Community of Learners
Debbie Ryder

Three Examples of Using Discourse Analysis in Early Childhood Research
Bernadette Maccartney, Kate Ord and Lesley Robinson

Using Online Technology in a Programme for Registering Teachers
Cheryl McConnell and Gillian Postlewaight

 
Children’s Views of their world
Freda Briggs

Including Men in Early Childhood Education: Insights from the European Experience
Jan Peeters

Quality in Time and Space: Defining ‘Quality’ in a Canadian Context
Helen Penn

Inside the Greenhouse: Hothousing, Cultivating, Tending or Nurturing Precocious Readers?
Valerie Margrain

Physical Activity in Early Childhood: Current State of Knowledge
Melody Oliver, Grant M. Schofield, Gregory S. Kolt & Claire McLachlan

Cognitive Schemes and Scripts: Research Evidence from Children’s Drawings
E. Beverley Lambert

“A Kind of Serene Feeling Washing Over the Centre”: Perceptions of Staff and Trained Observers Regarding the Use of Background Music to Improve the Auditory Environment in an Early Childhood Centre Setting
Daphne Rickson, Stuart McLaren & Linda Jones

Case Studies from the New Entrant Classroom: Children’s Developing Repertoires of Participation
Bill Hagan

Parental Stress and Child Rearing Decisions
Colene Gray and Margaret Sims

Border Crossings: Early Childhood Teachers’ Experiences in healthcare Settings
Marianne Kayes, Clare Hocking & Ann Paddy

Theoretical Transitions and Professional Learning: How do Early Childhood Teachers Understand Sociocultural Theory?
Suzy Edwards

Putting Rhizomes to Work: (E)merging Methodologies
Marg Sellers & Eileen Honan

Researching Authenticity: The Relationship between Kindergarten Teachers’ Espoused Theories and their Actual Practices
Bronwyn Reynolds

The Early Childhood Practicum as a Social System
Margaret Turnbull

The Men as Role Models Argument: A Case for Researching Children’s Views
Richard Harty

How Do Young Children Who Are Gifted Play In An Early Childhood Centre Setting?
Caterina Murphy

 
Too much, too soon? The multiple roles and identities of newly qualified early childhood teachers
Helen Aitken

Opportunities for parent partnership and advocacy in early years service in Ireland
Shirley Martin

Parental perceptions: The psychosocial impact of hospitalisation of young children with special needs
Sarah McDonald

Drawing: The consequential progression of ideas
Margaret Brooks

Facing the challenge: Integrating early childhood and primary education practices
Brent Mawson

Pedagogical connections, boundaries and barriers: The place of travel in teachers’ professional development
Kathy Goouch and Hazel Bryan

Engaging in collaborative research: Lessons learned
Margaret Turnbull and Helen Dixon

Using functionalist and sociocultural theory to examine coregulation of distress in mother-child interaction.
Holli A. Tonyan

Fathers’ involvement in early years settings: Findings from research
Tim Kahn

Evaluating the primary school ‘keeping ourselves safe’ programme
Owen Sanders

The matrix ate my baby: Play, technology and the early childhood subject
Andrew Neil Gibbons

Myths, mysteries and mates: The experiences of culturally diverse first year early childhood student teachers
Janet Moles

Children as rights holders: Considerations for research
Cindy Kiro

“The way we do things around here”: Environmental and social considerations of the organisational culture of two playcentres
Paulene Gibbons

Growing a rhizome: Embodying early experiences in learning
Marg Sellers

Boys’ art, girls’ art: A rural study
E. Beverley Lambert

Professional agency for student teachers
Margaret Turnbull

Noise in early childhood centres and how safe is the level of noise?
Stuart J. McLaren and Philip J Dickinson

Parent support and education programmes: A systematic review
Boaz Shulruf

“Researching the foothills of Everest” ethics approval: A personal perspective
Chris Jenkin

Focus group methodology and its usefulness in early childhood research
Claire McLachlan

Asian immigrant parents; and New Zealand early childhood teachers; views of parent-teacher relationships
Karen Guo

Archive fragments: Infant schools for the youngest settler children in the colony of New Zealand, 1840-50s
Helen May

Beyond ticking the boxes: From individual developmental domains to a sociocultural framework for observing young children
Marilyn Fleer and Jill Robbins

Early childhood curriculum in home-based settings: Embeddedness, relationships and identity
Lyn Wright

Early childhood teachers’ perceptions of the play patterns and behaviours of young children who are gifted.
Caterina Murphy

Introduction to the special section
Helen Hedges

Successes, Barriers and enablers to maintaining quality improvement in early childhood services in New Zealand
Liz Depree and Karen Hayward

The quality journey: Is there a leader at the helm?
Anne Grey

Turning the kaleidescope on quality
Jayne White

Developmental assessment and learning stories in inclusive early intervention programmes: Two constructs in one context
Lesley Dunn

Breastfeeding support in early childhood centres: Practice, policy and research
Sarah-Eve Farquhar and Judith Galtry

Strengthening partnerships locally and internationally: Experiences and reflections from a Norwegian research project
Jeanette Rhedding-Jones, Anne-Lise Arnesen, Pal Dingstad and Nina Rossholt

An investigation into young children’s understanding of numeracy
Margaret Hammond

The Growth of an Early Childhood Research Culture: Implications for Future Directions in Early Childhood Research
By Joy Cullen

A Response to Criticism and Challenge: Early Literacy and Numeracy in Aotearoa / New Zealand
By Helen Hedges

Early Childhood Education: A Moral Concern
By Anne Kennedy

Reconceptualising Notions of Curriculum: The Case of Te Whaariki
By Maggie Haggerty

Preschool Teachers’ Understandings of Some Aspects of Early Childhood Curricula in Norway and Sweden
By Marit Alvestad

"I Love Drawing a Hundred Million Years!". Drawing Self-efficacy and the Messages Kindergarten Children Give and Receive
By Rosemary D Richards

Including Parents: Getting it Right Together?
By Janis Carroll-Lind and Joy Cullen

Communication in Early Childhood Centres: What Are We Talking About?
By Lorraine McLeod

"Someone is Going to Take the Place of Mum and Dad and Understand”: Teachers' and Parents' Perceptions of Primary Care for Infants in Early Childhood Centres
By Jean Rockel 

A Journey of Journaling
By Kim McEvilly

Listening to Teachers Listening to Children: One Child's Story
By Lynne Surman

Research as a Journey:  The New Researcher as a First-time Traveller
By Michael Gaffney

Shoes and Ships and Sealing Wax - Taking a Sociocultural Approach to Interviewing Young Children
By Jill Robbins

Beliefs and Principles in Practice: Ethical Research with Child Participants
By Helen Hedges

The Visibility and Role of Intersubjectivity and Peer Collaboration in Young Children's Play and Cognitive Development
By Cheryl Greenfield

"I think it stopped me being so opinionated".  The Impact of a Family Practicum Experience on Student Teachers' Professional Development
By Helen Hedges and Colin Gibbs

The Response of Solomon Islanders to an Early Childhood Education Partnership Project with New Zealand
By Joanna Daiwo

A Critical Pedagogy of Early Childhood Education: The Aotearoa/New Zealand Context
By Linda Keesing-Syles

Challenging Developmental Theory in Early Childhood Education
By Bella-Jane Hardie

"She can't be Baby Spice ... because she's got black hair!". Young Children Talking Television
By Margaret Brennan

An Exploration of the Effects of Implementing Sociocultural based Teaching Strategies in Visual Art Education
By Helen Davey

The Golden Kiwi Childhood - Is it a Lottery?
By Colleen Lockie and Jocelyn Wright

A Right to Respect and Reciprocity:  Ethics and Educational Research with Children
By Helen Hedges

Time and Change:  Multi-Method Research in Early Childhood Education for Children with Special Needs
By Kathleen Liberty

Early Childhood Teacher Education in Australia:  Contexts and Challenges for the Birth to Eight Specialisation
By Anne Kennedy

Perceptions of Communicable Disease Issues in New Zealand Early Childhood Centres
By Mike Bedford

Taking the Life out of what you Do:  Kindergarten Teachers Talk Education Changes (1984 - 96)
By Judith Duncan

Voices for the Record
By Sarah Te One

Collaborative Research in Early Childhood Care and Education:  Some Issues and Reflections from Recent Experience
By Jenny Ritchie

A Comparison of how EC Teacher Education Trainees and Engineers Analyse and Plan for a Child who Displayed Traits Associated with Engineering
By Kathleen Palmer

An Ecological Approach to Practicum Assessment
By Linda Keesing-Styles

Insiders and Outsiders:  Observing and Assessing Children at Play
By Bill Hagan, Helen Anderson and John Jones Parry

Researching with Men: Ideas and Strategies for Doing Better
By David Mitchell and Philip Chapman

Against the Parental Right to Use Corporal Punishment to Discipline Children: Implications for Early Childhood and Primary School Teachers
By John A. Clark

Future Directions for Early Childhood Research in New Zealand
By Michael Gaffney and Anne B. Smith

The Early Years:  Conceptual Issues and Future Challenges (Invited Article)
By Prof. Joy Cullen

Quality Assurance:  Whose Quality and Whose Assurance (Invited Article)
By Associate Professor Marilyn Fleer and Anne Kennedy (Australia)

Crossing the Home-School Boundary in Mathematics
By Jan Savell and Glenda Anthony

Family Focused Early Intervention: Issues for New Zealand Researchers
By Kathleen Liberty

Working with Narratives to Understand the Experiences of Becoming a Parent
By Judith Loveridge

Teacher Education for Early Childhood through the New Zealand Curriculum Framework
By Maggie Haynes

You're Not Batman!  Insiders and Outsiders: The Ecology of Discourse
By John Jones Parry, Bill Hagan, and Helen Anderson

There's More to Dance than Meets the Eye
By Adrienne Sansom

Teachers' Beliefs in Relation to Visual Art Education in Early Childhood Centres
By Alexandra Gunn

Teachers' Perceptions of Environmental Education
By Cynthia Prince

Cultural Tools, Intersubjectivity and Television
By Margaret Brennan

Kindergarten Teachers' Professional Development:  Views and Experiences
By Viv Hampton

Digging Deep: But Who Gets the Pickings When the Researcher Goes Home? 
By Ann Hatherly

Researching the Professional and Private Lives of Women Teachers:  Our Quest for Our Own Stories
By Kerry Bethell

Contributing to Educational Change as a Teacher-Researcher
By Loraine Corrie (Western Australia)

Using Action Research to Develop a Professional Development Programme in an Early Childhood Setting
By Lorraine McLeod

Technological Tools Supporting the Scaffolding of Learning
By Barbara Jordan

Developing a Parenting Programme for Dads
By Shelley Auld

Value the Training: Raise the Status (Family Daycare)
By Pat Davey and Jane Ewans