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|Journal of NZ Research in Early Childhood Edn|
Below are abstracts for papers published in the NZRECE Journal, Volume 11, 2008. After the abstracts, at the very end of this page, are the full-text copies of the papers available as downloadable PDFs.
Making Choices: Contradictions and Commonalities in the Valuing of Caring and Working by Government Policy and First Time Mothers
Ella R Kahu
NZRECE Journal, Vol. 11, 2008, pp. 1 - 18.
Key words: Motherhood; paid work; work-life balance; gender roles; discourse analysis
Abstract: This paper examines the discourses which construct women’s identities as mother and worker. In order to explore the discursive interface between policy and experience, two texts were analysed and compared: the
Perceptions of Inclusive Early Intervention
Ministry of Education
NZRECE Journal, Vol. 11, 2008, pp. 19 - 32.
Key words: Early intervention; inclusive education; views; community of practice
Abstract: This paper describes research into the perceptions of parents, early childhood centre teachers, speech-language therapists, early intervention teachers, and education support workers about their shared task in supporting children on early intervention programmes at three early childhood centres. The results are presented along three dimensions of a Community of Practice, namely: the domain, the community, and the practice. An overall conclusion of the study was that a greater degree of shared discussion among the parties would have enhanced their work.
Disabled by the Discourse: Some Impacts of Normalising Mechanisms in Education and Society on the Lives of Disabled Children and their Families
“Pretend I’m Dead, eh”: The Place of Death in Socio-Dramatic Play
Parent Education and Support through Early Childhood Centre Networks
A Critique of the Use of Learning Stories to Assess the Learning Dispositions of Young Children
Ken E. Blaiklock
Unitec Institute of Technology
NZRECE Journal, Vol. 11, 2008, pp. 77 - 88.
Key words: Assessment; Learning Stories; dispositions; learning; curriculum
Abstract: This paper discusses a number of concerns about the value of Learning Stories for assessing children’s learning in early childhood centres. The technique requires teachers to observe children and write narrative “stories” to show the learning that is occurring in particular situations. There is a focus on assessing children’s dispositions for learning rather than describing their knowledge and skill levels. Although there is some case-study documentation to support the value of Learning Stories, there is little evidence about the effectiveness of the widespread use of Learning Stories to assess and enhance children’s learning. Concerns about Learning Stories include: difficulties with establishing the validity or accountability of Learning Stories; problems with making subjective interpretations based on short observations; a lack of guidance on where, when and how often to make Learning Stories; problems with defining and assessing learning dispositions; and difficulties in using Learning Stories to show changes in children’s learning over time.
Action Research in Early Childhood Centres: Balancing Research and Professional Development Goals
NZRECE Journal, Vol. 11, 2008, pp. 89 - 104.
Key words: Action research; early childhood education; professional development
Abstract: The role that research plays in the professional development of teachers and leaders is an on-going subject of debate. But, there is considerable agreement that when teachers take an ‘inquiry stance’ there is greater use of evidence in efforts to improve teaching and learning. Research partnerships between practitioners and academic researchers could create a valuable confluence of the goals of the research and professional development goals of action research. At the same time it is important to raise awareness of the possibility that the goals of research and the goals of professional development might be in conflict when these activities are uncritically assumed to be synonymous. In the course of one project employing action research the tension between research aims and professional development aims surfaced and led this researcher to reflect on a number of issues. Although practitioner partners in research projects may be committed to engaging in further cycles of action research, this seldom eventuates because such research is hard to sustain without external facilitation. Furthermore, there is a need to be critical about claims purporting action research activity when in fact action learning is occurring. At best practitioners in formal action research projects may achieve the status of temporary researchers. We need to challenge the view that they will have the resources to conduct and publish rigorous action research beyond such projects.
Early Literacy and the Transition to School: Issues for Early Childhood and Primary Educators
Who Sleeps at Playcentre? Examining the Role of Early Childhood Regulations
Wellington Playcentre Association
NZRECE Journal, Vol. 11, 2008, pp. 119 - 124.
Key words: Regulations; standards; sleep; quality
Abstract: In 2006 the
Engaging Couples in Family Leisure Research
Making Meaning: Working towards Teacher Registration as a Community of Learners
NZRECE Journal, Vol. 11, 2008, pp. 131 - 136
Key words: Teacher registration; reflection; professional development; practitioner research
Abstract: This paper looks at how a group of five early childhood teachers worked on their teacher registration process, from a group perspective and shows how a students’ research investigation directly and indirectly influenced the teachers’ registration process. The investigation occurred between 2005 and 2006 at one early childhood centre. The teachers met on a monthly basis to discuss their work. They also kept written reflections about their practises. The monthly registration discussion meeting helped to prompt and enrich their personal reflections. The combination of group discussion and personal reflections comprised the collective teacher registration programme.
Three Examples of Using Discourse Analysis in Early Childhood Research
Abstract: In our three separate studies we took a discourse approach. Our paper begins with a brief outline of 'discourse' as a useful conceptual tool for interpreting how meaning is negotiated and constructed in contexts involving young children and their caregivers, teachers and parents. The central ideas are based on Michel Foucault's work (1976; 1977; 1980). Lesley's research focused on the talk of early childhood teachers. She sought to identify the discourses that surrounded the work of teachers in community-based childcare centres. Kate was interested in the discourse of 'preparedness' for teaching from teacher educator, institutional and student perspectives. Bernadette explored the experiences of parents who have a young disabled child, how they make sense of that aspect of their lives and how they interact with various 'discourses of disability'. We each introduce the topic of our study; discuss our reasons for using discourse analysis and how 'discourse' was used as a theory and method. Examples of data are included to illustrate and separate the approach we each took in our separate studies.
Using Online Technology in a Programme for Registering Teachers
Abstract: This paper reports on an initial phase of research into the Eastern Institute of Technology’s support and guidance programme for provisionally registered early childhood teachers. The programme was designed to provide a co-operative, collaborative space where teachers would engage in dialogue with each other and their supervising/tutor teacher. Some of this dialogue is online. This article focuses on the efficacy of using online technology for learning collaboratively and identifies factors that engaged the participants and contributed to their learning.
Below are PDF copies of all the papers in this volume.
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Children with Disabilities in ECE and How an Education Support Worker Can Help (1 match)
- early intervention
Home-based Sector Needs and Challenges (1 match)
Controlled Crying to Train Children to Settle Themselves to Sleep: Giving Clarity to Conflicting Opinions (1 match)
Teaching Overseas? How to Minimise Being Disadvantaged When You Return (1 match)
- teacher registration
Minister Comes Clean on ECE Taskforce Purpose and Playcentre is Saved (1 match)