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    Gender diversity : early childhood teachers’ perspectives and teaching practices in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2024) Gifkins, Vicki
    Notions and understandings of gender are evolving and changing. Historically, gender tended to be viewed as a female/male binary. Increasingly, gender is becoming understood as a spectrum encompassing a diverse range of gender identities and expressions. Wide variations exist related to how gender diversity is understood in society. In this thesis, gender diversity is viewed as an umbrella concept for all genders, including binary and nonbinary gender identities. As societal understandings of gender and gender diversity shift, implications arise for early childhood kaiako. Gender diversity is a relatively new concept in Aotearoa New Zealand early childhood education (ECE). An implication of this is that ECE kaiako are grappling with new and shifting gender concepts without Ministry of Education guidance or explicit curriculum support. Te Whariki, the Aotearoa New Zealand early childhood curriculum, makes limited reference to gender. The document suggests kaiako have a responsibility to support equity and inclusion for children “irrespective of gender” and lists gender as an aspect of inclusion (Ministry of Education, 2017b). Guidance has been developed for the school sector through the Relationships and Sexuality Education guides but not for the early childhood sector (Ministry of Education, 2020a). In addition to a lack of guidance and curriculum support, there are few Aotearoa New Zealand studies addressing gender diversity in ECE. The present study was designed to help address the research gap by investigating teachers’ understandings, perceptions, and experiences of gender diversity and their reported use of associated teaching practices. Researching gender diversity in ECE is important because during their early childhood years, children are developing their early concepts of gender. The ways children experience and understand gender in their early years can inform and shape their future understandings. The ways early childhood settings support children’s concepts of gender can nurture gender concepts, whether these are binary, expansive, or somewhere in between. Through their everyday play experiences and conversations with peers and kaiako, children are learning about gender and are exposed to ideas about gender. Gender concepts often arise as children engage in imaginary play, such as role-playing different family types or selecting dress ups to wear. Gender concepts also arise when children form or organise groups of peers to play with and through literacy experiences, such as book reading or singing songs. Potential exists for children to witness or experience binary gender stereotyping in early childhood settings. Potential also exists for challenging binary stereotyping and supporting children to develop more inclusive views of gender. For kaiako to be positioned to engage in gender-inclusive teaching practices, they may require access to knowledge of gender diversity, knowledge of gender-inclusive teaching practices, and support to implement inclusive teaching practices. A key aim of this study was to find out more about the ways kaiako understand gender diversity and to identify the teaching practices and support systems used by those kaiako who say they are supportive of gender diversity. A qualitative, question-driven approach supported this exploratory two-phase study. In phase one, 431 ECE kaiako responded to an online questionnaire. In phase two, nine kaiako participated in in-depth, semi-structured individual interviews. The data were analysed through descriptive statistics, content analysis, and thematic analysis. While the survey sought to include participants with a range of views, the interviews were designed to focus on participants who reported as being supportive of gender diversity. My aim with this focus was to help lay the groundwork for positive attitudes and better understanding about gender inclusion. Findings highlighted that kaiako held a wide range of views about gender. Kaiako relied on personal experiences and informal knowledge sources to inform their views of gender rather than professional knowledge. Approaches to supporting gender diversity in ECE varied considerably, with some kaiako seeing no responsibility to support gender diversity and others utilising a range of intentional teaching practices to support children’s gender learning. Most ECE settings lacked systematic approaches and policies that addressed gender diversity in their settings. Processes for checking that books and resources were free of gender bias were ad hoc and dependent on individual kaiako with an interest in gender equity. Parents and whānau were seen as both enablers and barriers to supporting gender diversity in ECE settings. While a wide range of views about gender were shared, the majority of kaiako were supportive of gender diversity and aspired to engage in inclusive teaching practices. For kaiako who were supportive of gender diversity, reading gender-expansive books and engaging in conversations with children were key teaching practices for supporting gender inclusion. Kaiako–child conversations were seen as a key practice for challenging gender stereotypes and mostly focused on breaking boy/girl stereotypes. Books were seen as the largest enabler for teaching children about gender diversity and supported kaiako to address a complex topic. Access to books was sometimes restricted or limited. Many kaiako described using careful language with children and aspired to either be gender neutral and avoided gendered terms like “boy” and “girl.” Overall, this research offers a promising but still contested and constrained view of gender diversity and inclusion in ECE. One of the things most notable about the study was the high numbers of kaiako interested in participating in this research, which suggests ECE kaiako are interested in exploring and discussing gender diversity. Yet, many kaiako faced barriers implementing inclusive teaching practices, and opportunities for professional learning and development were rare. Implications from the study suggest a need for better guidance, systems, and policies to support kaiako to effectively implement inclusive practices.
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    Supporting early childhood educators’ oral language teaching practices through coaching : an investigation utilising Te Kōrerorero : a thesis presented in partial fulfilment of the requirements for the degree of Master of Speech and Language Therapy at Massey University, Auckland, New Zealand
    (Massey University, 2024) Maxwell, Fern
    In Aotearoa New Zealand, Te Whāriki (the early childhood curriculum) (Ministry of Education, 2017), weaves the learning and development needs of the child with the cultural context of the country. It is described as a highly flexible curriculum, one which early childhood educators can tailor to fit the learning needs of the children in their care. Recently, the Ministry of Education created Te Kōrerorero (Ministry of Education, 2020a), a document supporting Te Whāriki, to facilitate the language and communication skills of Aotearoa New Zealand’s youngest learners. Speech-language therapists (SLTs) work in collaboration with early childhood educators to support the development of language and communication skills within the context of early childhood centres. Coaching, as a method of professional learning and development (PLD) is nationally and internationally recognised as an effective way for SLTs and early childhood educators to build skills focusing on promoting language and communication skills. However, coaching early childhood educators utilising a tool developed in and for Aotearoa New Zealand, has not previously been investigated. The aim, therefore, of this research was to investigate the impact coaching had on early childhood educators’ perceptions of daily practices, their confidence and their awareness and use of Te Kōrerorero, and the strategies associated with it. Three sub-questions were generated to capture: 1) early childhood educators’ knowledge of coaching and speech and language strategies prior to receiving coaching from the researcher, 2) their perception of coaching in the application of Te Kōrerereo and 3) their perception of the impact coaching had on their daily practice and utility of the strategies discussed. In this qualitative case study, early childhood educators participated in weekly coaching sessions, lasting one hour, with the researcher in her role as SLT coach. The sessions focused on strategies for enhancing language and communication that the educators selected to support their daily practice. A focus group was run before the coaching sessions and at the conclusion of the sessions, to gather personal perspectives of the impact of the coaching. Transcripts from both focus groups, reflective logs, field notes and artefacts were analysed through a rigorous inductive thematic analysis, which captured the voice of the early childhood educators and their experiences. The analysis generated a number of global themes relating to each sub-question. Broadly, the findings indicated that prior to coaching, early childhood educators had little experience of coaching and reported having limited knowledge of language and communication strategies. Post coaching, early childhood educators reported that they felt more confident and were aware of the way they interacted with children in their centre. They reported that they had started considering how activities could be set-up to support language and communication development. Recommendations for further research and clinical practice are presented.
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    Intentional teaching is a taonga : an exploratory study of teachers’ perspectives, beliefs, and use of intentional teaching in Aotearoa New Zealand and England : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Early Years) at Massey University, Aotearoa New Zealand
    (Massey University, 2023) Bassett, Kirsten Leigh
    This qualitative research study explores early childhood teachers’ perceptions, beliefs, and use of intentional teaching in Aotearoa New Zealand and England. Intentional teaching is a term in early childhood education discourse, and positions teachers to take on a more active role in children’s learning which improves the quality of ECEC. This study gathered the views of a diverse range of teachers to interpret teachers’ beliefs, views and use of intentional teaching to support young children. Data was gathered through an online questionnaire to which twenty-seven participants responded, 16 from Aotearoa New Zealand and 11 from England. Data was analysed using thematic analysis, adapting a reflexive approach throughout. Intentional teaching is a term in early childhood education discourse, and positions teachers to take on a more active role in children’s learning. Teachers have a fundamental role to play in early educational settings. Western early childhood education typically follows a child-centred approach, where children’s play is highly valued. However, evidence-based research shows there is a lack of understanding of the teachers’ position within this context. Findings from this study emphasise the influential impact teachers’ pedagogical beliefs have on their practice, which are grounded in sociocultural theory, children’s right to play, relationships, and following a child-centred approach. These beliefs are represented through the interactive and collaborative strategies teachers purposefully enact to support children’s learning. Teachers’ understanding of intentional teaching was similar to literature definitions, but their understanding and beliefs highlighted variances between their espoused beliefs, practice and knowledge and their actual practice. Results suggested teachers’ intentional practice can be hindered by factors such as limited staffing, resourcing and a lack of professional learning opportunities. Furthermore, the impacts of curriculum on intentional teaching are illustrated, highlighting how critical curriculum frameworks are in supporting or hindering teachers’ intentionality.
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    Transforming early childhood teachers’ professional learning and development : a study of research, provision, and potential : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2021) Clarke, Linda Rose
    Effective professional learning and development (PLD) is recognised as a key mechanism to strengthen teachers’ knowledge and pedagogical practice and improve the quality of education. However, PLD is not always effective for its intended purpose. Effectiveness depends on the match between the PLD approach, the participating teachers, and the desired outcomes. Although it is important to have a range of approaches to PLD, it is also important to be aware that different approaches will serve different purposes. In recent years, coaching has been increasingly evidenced as a PLD approach that supports teachers to develop knowledge and effectively implement new pedagogical practices. Yet, coaching is under-utilised and under-researched in the Aotearoa New Zealand early childhood education sector. The multiphase study in this thesis with publications investigated PLD in Aotearoa New Zealand early childhood education settings, with a focus on coaching as a component of the PLD. The research included a further focus on pedagogy to foster toddlers’ social-emotional learning. There were three successive research phases, designed to investigate: 1) early childhood education PLD research literature; 2) the PLD provision that early childhood teachers have received in recent years; and 3) a PLD coaching intervention to support early childhood teachers in their implementation of teaching practices to foster toddlers’ social-emotional learning. The first phase of the investigation was a study of PLD research. Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) protocols were used to guide a systematic literature review of PLD research in the Aotearoa New Zealand early childhood education field. Fifty-six studies were reviewed with the intention of identifying key characteristics of the research, including how or whether coaching had been studied. The results identified Aotearoa New Zealand ECE PLD research as predominantly qualitative and descriptive, characterised by practitioner-researcher partnerships and models of PLD based on collaborative inquiry or action research. Overall, there was limited attention paid to how PLD interventions were implemented, including the strategies that facilitators used to support teachers’ professional learning. There was limited attention to coaching. Within the studies that reported using coaching as a PLD component, there were multifarious coaching definitions and descriptions. Results of the systematic literature review suggest coaching is under-researched and possibly misunderstood in Aotearoa New Zealand early childhood education. The first research phase has identified a need for a stronger and more intentional focus on a range of PLD interventions and research, including who is involved, what content is covered, and how interventions are delivered. The second research phase was a study of teachers’ PLD experiences. A nationwide survey was completed by 345 early childhood teachers who answered questions about their recent PLD experiences. A key finding was that isolated workshops predominated as a PLD model. Many teachers also engaged in reflective discussions with PLD facilitators, however, facilitation strategies that are associated with coaching, such as observation and feedback, were not common. Overall, the survey’s findings indicate there is limited emphasis on PLD models that are designed to support teachers in their implementation of new pedagogical practices. The second research phase has identified a need to support teachers’ and leaders’ access to evidence-informed PLD that promotes shifts in teaching practice and fosters positive learning outcomes for children. The third research phase was a study of coaching as a component of PLD. Practice-based coaching protocols were adapted for use in an Aotearoa New Zealand early childhood education setting, and a PLD intervention was developed. The PLD intervention combined practice-based coaching with workshops, with the intention of supporting a teaching team’s implementation of teaching practices to foster toddlers’ social-emotional learning. The relationship between the coaching and the implementation of teaching practices was analysed using single-subject multiple-baseline methods. The single-subject experiment demonstrated a functional relation between the PLD intervention and teachers’ implementation of the social-emotional teaching practices. Results suggest that some teaching practices were maintained 9 weeks after the intervention, despite staff changes. The participating teachers were interviewed to seek their perspectives of the PLD and coaching. Teachers reported that coaching with a focus on social-emotional teaching was a positive experience that improved their teaching which, in turn, improved toddlers’ social-emotional skills. The third research phase has foregrounded the potential of coaching to support and strengthen early childhood teaching. This phase has also identified pathways for further research into, and application of, coaching in the Aotearoa New Zealand early childhood sector. The findings from this thesis with publications challenge current approaches to PLD, emphasising the need for a more coherent and informed approach. The unique professional learning needs of toddler teachers and the importance of PLD that effectively supports social-emotional teaching are highlighted throughout the thesis. Coaching is affirmed as a PLD approach to promote shifts in teaching, enabling teachers to implement new pedagogical practices. Numerous recommendations are made for further PLD research, provision, and potential for maximising positive outcomes. These recommendations include the development of a shared PLD definition and conceptual framework to support rigorous PLD research and application in Aotearoa New Zealand, and to support teachers and leaders to select and engage in PLD experiences that meet their needs. There is an identified need for further research that investigates how, why, and under what conditions PLD works. The thesis advocates for greater attention to evidence-informed and coaching-driven PLD. The research and recommendations within this thesis have been developed to advance and strengthen PLD systems and programmes in Aotearoa New Zealand early childhood education.
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    Transition to school for children with challenging behaviours : family/whānau and teachers' perspectives : a thesis presented in partial fulfilment of the requirements for the degree of Master in Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2019) MacMillan, Gina Marie
    Challenging behaviours are complex and are exhibited in a range of ways as a result of many different personal and environmental factors. When a child who is already predisposed to exhibiting these behaviours transitions from early childhood to primary school, the new and unknown circumstances can add to those challenging behaviours and create a negative experience for the children, families and teachers involved. Upon reviewing existing literature on transitions to school, there is an apparent gap in the literature on how to create a positive transition experience for children with challenging behaviours, particularly in the New Zealand context. This study started to address this gap by gaining the perspectives of parents and teachers on the transition to school for children with challenging behaviours. Semi-structured interviews involving 11 adults (parents, teachers/management) who were involved in transitioning three children to school in the last 12-18 months were used to draw out their voices. A qualitative approach within the framework of appreciative inquiry placed positive experiences as the focus. This meant barriers were addressed as a starting point for positive change. A thematic analysis was used to identify positive factors and barriers to successful transitions. The findings of this research highlighted that the building of positive, collaborative and trusting relationships, and open communication within transition teams was at the centre of positive transition practices, whether it be for children with challenging behaviours or for all children. The study also highlighted the importance of ecological adaptations needed in both the early childhood centres and schools for transitions to be effective. Children and parents needed to be well prepared for what to expect when starting school. This drew attention to the importance of bridging existing pedagogical gaps and gaps in policy between early childhood education and primary school. As is common in the New Zealand context, where Māori values such as aroha, whanaungatanga and manaakitanga are well integrated into practice, the teachers in the study were committed to providing children and their families with the best level of support possible during their children’s transition. However, issues of funding, time and professional expertise were identified as barriers. It is hoped that changes proposed under the government’s Learning Support Action Plan (Ministry of Education, 2019) will be a step in the right direction to address these barriers.
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    Planning and assessment for two-year-olds : a kindergarten perspective : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2019) Underwood, Jennifer
    The present research study explored kindergarten teachers’ perceptions of how planning and assessment is utilised to support the learning and development of two-year-olds in kindergarten. The study was framed within an interpretivist-constructivist paradigm and used a case study design to investigate and explore teachers’ perspectives and understandings of planning and assessment practices with two-year-olds. Descriptive data was gathered through focus group interviews with 17 teachers from three kindergartens. The focus group interview questions were divided into three main areas. The initial questions focused on teachers current experiences with, and perceptions of, two-year-olds in the kindergarten setting. Planning for the learning for two-year-olds, within the context of the New Zealand early childhood curriculum Te Whāriki, was then considered; assessment for learning was also explored, including methods of assessment and documentation. Lastly, teachers professional knowledge and how this supported their teaching practice with two-year-olds was examined. Key findings suggest that the teachers were aware of the complexities of teaching two-year- olds and what was needed to support them in their own kindergartens. Teachers engaged with early childhood literature and professional development to support their knowledge and understanding of planning and assessment and how to support the learning of two-year-olds. The majority of the responses highlighted the positive perspectives of the teachers’ and their awareness of the characteristics pertinent to two-year-olds. Responsive and reciprocal relationships between teacher, child and parents and whānau underpinned practice with children. Within these relationships, teachers identified that primary caregiving was an important aspect of their practice in supporting the learning for two-year-olds. The findings provided a snapshot of the way in which teachers plan and assess for learning and suggest that planning the environment plays a significant role in the ways in which children’s learning and development were supported, as teachers navigate the characteristics of both older and younger children within the same space. Understanding how these processes can support two-year-olds is important in order for planning and assessment practices to be effectively utilised for decision making and implementation of the early childhood curriculum. The current study provides a valuable contribution in describing what teachers do to support learning for two-year-olds in a kindergarten context.
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    Teachers' perspectives on learning stories and their implementation in Dubai : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Early Years), at Massey University, Manawatu, New Zealand
    (Massey University, 2019) Ward, Sharon
    The New Zealand developed, narrative assessment approach referred to as learning stories is increasingly gathering interest in international early childhood education (ECE) settings. Yet relatively few studies have explored the implementation of the learning stories approach in non- New Zealand settings. This study explored the perspectives of teachers using learning stories in an ECE setting in Dubai. Positioned within an interpretivist paradigm, this research endeavoured to explore the ways in which teachers understand and interpret learning stories as well as teachers’ perspectives related to the quality features of learning stories in this unique context. The research was conducted through qualitative case study design in which the perspectives of six teachers from one setting were collected through semi structured in-depth interview. Inductive data analysis was used to examine teacher’s perspectives through two levels of coding, which were then further developed into key themes. Findings are discussed in terms of the similarities and differences evident between Dubai, New Zealand and other international ECE settings. These topics highlight contextually common challenges, advantages and critiques of the learning story approach and alternative methods to implementation are highlighted and discussed in terms of curriculum and pedagogy. This research seeks to expand on research related to learning stories in New Zealand and to contribute to a wider understanding of learning stories and their implementation in an international context.
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    What makes a great story? : teacher and parent perceptions of quality learning stories in early childhood education : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2019) Salcin-Watts, Ellie (Michelle)
    Learning stories have held a primary position within the assessment landscape of early childhood education in New Zealand for over two decades. Learning stories are designed as formative approach to assessment that occurs in partnership with parents and families. Emerging evidence suggests that the way in which learning stories are used for assessment and to support children’s learning varies widely. Limited research has attended to teacher beliefs about their use of learning stories and the values that guide their practice. In addition, limited research has examined parents’ perspectives of learning stories and the features parents place value upon. This study aims to address these identified gaps in literature through exploring what features and practices of learning stories teachers and parents value and considers the ways in which these perspectives may align. An interview-based, qualitative case study approach was adopted to explore the perspectives of 9 teachers and 10 parents across two early childhood education settings in New Zealand. Data collection methods for this study drew on replication of the teacher interview tool and the supporting protocol from The Learning Stories Project (McLaughlin, Cameron, Dean, & Aspden, 2016) with a study-specific paired interview and supporting protocol developed for use with parents. Findings revealed that teachers and parents placed value on eight shared features and practices. Most notably, well presented, personally meaningful stories individualised to children and inclusive of their voices were collectively valued by both teachers and parents, as were opportunities for informal sharing and connection to parental aspirations. Yet, several other key features and practices of learning stories yielded disparate views from parent and teacher participants, including the value placed on links to curriculum and learning, inclusion of parent voice, and the use of stories that were connected to a wider evidential cycle of learning. Five key points were identified from data analysis as key discoveries: differing and shared views on good learning stories; the things not said; a preference for individual stories over group stories; meeting the needs and expectations of third party audiences; and an absence of shared dialogue between teachers and parents on valued practices. Findings highlight the need for deeper collaboration and shared understanding between teachers and parents in relation to the valued features of learning stories, alongside further consideration afforded to the prevalence of wider assessment methods in early childhood education to meet diverse needs.
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    Early childood educators' perspectives on children's communication development : a thesis presented in partial fulfilment of the requirements for the degree of Master of Speech and Language Therapy at Massey University, Albany, New Zealand
    (Massey University, 2018) Smith, Suanna Helen Jane
    In New Zealand (NZ), Speech-language Therapists (SLTs) work collaboratively with Early Childhood Educators (educators), empowering them to apply their knowledge and skills to interactions with children with communication difficulties within their early childhood education setting (ECE setting). There is limited information about NZ educators’ perspectives about children’s communication development within ECE settings. The aim of this research was to engage with educators in a way that could empower them to share their beliefs, ideas, and perceptions about their everyday communication interactions with young children. This qualitative study used semi-structured interviews to gather the lived experiences and perspectives from 10 educators working in NZ. Iterative coding of transcripts and rigorous Thematic Network Analysis preserved educator voice, while revealing common themes relevant across the sector. These four global themes were 1) communicative environment, 2) coming to know, 3) alignment, and 4) enactment. Findings suggested that when there is convergence among the elements included in the themes, educators believed that children’s communication outcomes were positively enhanced; when there was misalignment, educator frustration, distrust, and/or disengagement occurred, and children’s reported communication outcomes were not optimised. This information may be useful for SLTs wanting to engage with educators in a collaborative manner, enhancing teamwork through understanding, and facilitating robust communication interactions. It may also inform educators and their management teams about the multitude of factors that contribute to educators’ convergent enactment of communication practice, positively influencing children’s communication development in ECE settings.