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1999, Volume 2, Journal Articles

NZ Research in ECE Journal Volume 2 (1999)

nzrece journal


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

Ann Hatherly
Auckland College of Education
NZRECE Journal, Vol. 2, 1999, pp. 3 - 14.

Abstract: This paper discusses some of the issues and tensions I experienced as an outsider (albeit one who still regards herself as a practitioner) researching in an early childhood centre and argues the importance of developing a research culture amongst practitioners who work in such centres.

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

Kerry Bethell
Massey University
NZRECE Journal, Vol. 2, 1999, pp. 15 - 28.

Abstract:  Recent research on teachers' stories has emphasised the importance of the recovery and affirmation of the voices of women teachers. Such research provides a significant medium for early childhood teachers to tell their stories and have their voices heard. This paper reports on a study which sought to express the voices of teachers as they discuss their accounts of the impact on marriage and motherhood on their perceptions of teaching as a career in postwar New Zealand. It identifies and discusses key methodological and conceptual concerns that arose and argues need for further research on early childhood teachers' experiences of teaching in which women's perspectives are positioned central to historical interpretation.

Contributing to Educational Change as a Teacher-Researcher 

Loraine Corrie
Edith Cowan University, Western Australia
NZRECE Journal, Vol. 2, 1999, pp. 29 - 40.

Abstract: Recent world wide educational reform has resulted in teachers adapting to different  roles and responsibilities. This paper examines a case in Western Australia, and argues that it would be helpful for teachers to develop competencies that enable them to adopt a research perspective towards school-based decision making. The paper describes the process of one early childhood teacher who developed professional competencies through classroom-based action research that could enable her to contribute fully to the process of educational change. Teachers cannot be expected to develop research competencies without support, and the paper suggests that collaborative practice between university- and teacher-researchers can facilitate the growth of learning for all participants.

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

Lorraine McLeod
Auckland College of Education
NZRECE Journal, Vol. 2, 1999, pp. 41 - 52.

Abstract: Developing a professional development programme (PDP) which meets the needs of staff, management and young children in early childhood centres can be facilitated by the use of action research. This paper will define action research based on Kemmis and McTaggart's (1988) model, and describe the process of using action research in planning a PDP in early childhood settings. A theoretical base for the development and implementation of a PDP by staff will also be outlined. The base uses aspects of Stewart and Prebble's (1985) Professional Development Consultation Cycle and Smyth's (1989) model of reflective practice as ideas from which a PDP could be constructed. Finally, some considerations which may need to be addressed prior to the implementation of an action research programme will be provided.

Technological Tools Supporting the Scaffolding of Learning 

Barbara Jordan
Massey University 
NZRECE Journal, Vol. 2, 1999, pp. 53 - 66.

Abstract:  The rationale for the scaffolding of children’s cognitive learning has a sound foundation in current research and literature in early childhood. Sociocultural theory supports scaffolding and co-constructive interactions as the most appropriate for encouraging children’s higher mental functioning. While the “why” of scaffolding and co-construction of learning is well documented, the “how” to accomplish it in practice, in the climate in which most staff members are currently working, is less well documented. Scaffolding and co-construction of learning are as applicable to the processes of adults’ professional development as they are to the processes of children’s learning. This paper reports the development of one set of processes involving technological tools that encourages teachers to engage in co-constructive and scaffolding experiences in both their own action research and in working with children.

Developing a Parenting Programme for Dads

Shelley Auld
Early Childhood Development, Dunedin
NZRECE Journal, Vol. 2, 1999, pp. 67 - 72.

Abstract: The Dunedin Early Childhood Development (ECD) became interested in developing parenting courses that encourage fathers to attend and participate.  This interest has been stimulated by observations from coordinators that usually fathers do not attend parenting courses, or if they do, very few ever complete a course. There has also been a call from the late Commissioner for Children, Laurie O’Reilly for organisations that support parents to focus on fathering issues and deliver services appropriate to fathers. To enable the Dunedin ECD staff team to develop parenting programmes more appropriate for fathers it was decided that first information should be collected on the views of fathers participating in programmes.

Value the Training – Raise the Status

Pat Davey and Jane Ewans
Dunedin Community Childcare Assn Inc.
NZRECE Journal, Vol. 2, 1999, pp. 73 - 78.

Abstract: This research presentation encompasses two separate pieces of related research. The first is in regard to carer training and reimbursements while the second looks at carer professional development. Family day care home-based is defined as supervised early childhood education in a carers home. Carers are selected and agree to abide by regulatory requirements, policies and practices of the organisation with whom they are contacted to.

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