Communities of learning: Promoting equity in ECE policy and practice

Full reference
Hohaia-Rollinson, F., Jena-Crottet, A., Illston, K., Malcolm, J., Purdue, K. and Tate, A. (2021). Communities of learning: Promoting equity in ECE policy and practice.  NZ International Research in Early Childhood Education Journal, 23(1), pp. 39 - 51

Page 39

Original Research Note

NZ International Research in ECE journal

Communities of learning: Promoting equity in ECE policy and practice

Fleur Hohaia-Rollinson, Anuja Jena-Crottet, Karen Illston, Jenny Malcolm, Kerry Purdue, and Alice Tate
Open Polytechnic/Kuratini Tuwhera, NZ


Aotearoa New Zealand’s He Taonga te Tamaiti, Every Child a Taonga: Early Learning Action Plan 2019–2029 emphasises the right of every child to a high-quality, inclusive early childhood education. However, Education Review Office reports and research show that many children from a variety of diverse backgrounds are still not experiencing high-quality early childhood education (ECE) teaching and learning environments, which puts them at increased risk of poor educational and life outcomes. The role that initial teacher education and early childhood services play in preparing and supporting ECE teachers and kaiako to honour diversity, inclusion, equity and social justice in their pedagogy is therefore vitally important. In these communities, as in other education communities, the success of that role relies on the sharing of research, knowledge, exemplars, and resources. This article offers several equity-related discussion points and ideas for members of those communities as they work together to advance equitable educational opportunities for all tamariki/children.

Key words: Equity, He Taonga te Tamaiti, advocacy, initial teacher education.


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