Index for the NZ Research in ECE Journal, 2021, Volume 23, No. 1

NZ Int Research ECE journal

The titles, authors and abstracts for papers published in the NZ-International Research in Early Childhood Education Journal, Volume 23, No. 1, 2021 are shown below.

Click here to go to the articles in this journal issue.

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 Original Research Paper

Huritao: Critical reflection on pedagogy through assessments

Sue Werry, Paula Cown and Roberta Skeoch
Toi Ohomai Institute of Technology, NZ

Abstract

Te Whāriki, Aotearoa New Zealand’s early childhood education curriculum states assessments need to make learning ‘visible’. This paper discusses how a particular form of narrative assessment, called trissessment, challenged kaiako (teachers) to reflect critically on their pedagogy.  Trissessment uses the indigenous whaikōrero tikanga of tau utuutu (a speech making protocol) as a way of amplifying tamariki (children) and whānau (family) voices in the assessment process. Our project was a collaboration between researchers and kaiako-researchers of four-year-olds in an early childhood centre. Thematic analysis of trissessments and interview data obtained from kaiako and whānau revealed kaiako were paying much closer attention to tamariki through observation and listening; becoming more curious about what intrigued tamariki, thus deepening kaiako insights into children’s learning. As kaiako reflected critically on the learning that comes from the tau utuutu process, there was a profound shift in their pedagogy.

Key words: Assessment, pedagogy, reflection, practitioner research.

Full reference
Werry, S., Cown, P. and Skeoch, R. (2021). Huritao: Critical reflection on pedagogy through assessment.  NZ International Research in Early Childhood Education Journal, 23(1), pp. 1 - 13

 


Original Commentary

Preparing students for the ‘emotion work’ of early years practice

Carla Solvason, Angela Hodgkins and Nicola Watson
University of Worcester, UK

Abstract

This article explores the emotional demands made upon the early years practitioner. It is primarily a discussion paper, but it also draws upon empirical evidence from previous, small-scale research carried out by the authors with early years student practitioners. Our discussion explores the wide-ranging inter-personal and emotional demands placed upon the early years professional within a context of low status and limited acknowledgement of the complexities inherent in the role. We focus upon the demands of advanced empathy and the emotional aspect of working with children, parents and families. In this article we ask just how well-equipped early years students are for the emotional requirements of their future role and what we, as tutors, might do to better prepare them.

Key words: Role, emotional demands, professional practice, wellbeing.

Full reference
Solvason, C., Hodgkins, A. & Watson N.  (2021). Preparing students for the ‘emotion work’ of early years practice.  NZ International Research in Early Childhood Education Journal, 23(1), pp. 14 – 23.

 


Original Research Paper 

Influences on SENCo practice in early care and education settings in England

Hazel Richards
United Kingdom

Abstract

Special Educational Needs Co-ordinators (SENCos) play a key role in the identification of additional learning needs. Improved progress and potential for children with these needs is linked to early recognition and support. In England, early care and education (ECE) provision exists in a context of conflicting priorities, including differences in setting, culture, resources, experience, knowledge, skill and agreements with outside agencies. This presents challenges for SENCos who must navigate and secure support within this context.

This article presents findings obtained from qualitative data collected from participants working in ECE settings to investigate their experience of implementing Education and Health Care Plans. Data were analysed using a bio-ecological framework to reveal key influences perceived to make a positive difference in practice. These influences were routine collection of evidence; robustly held knowledge of developmental norms; introducing the possibility of Special Educational Needs and Disability (SEND); resources; and contact with children and families.

Key words: SENCo, bio-ecological framework, developmental norms, additional learning needs, early intervention.

Full reference
Richards, H. (2021). Influences on SENCo practice in early care and education settings in England.  NZ – International Research in Early Childhood Education Journal, 23(1), pp. 24 - 38.

 


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