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    Teacher Use of Digital Stories to Promote Reflective Practice Supportive of Migrant and Refugee Children’s Sense of Belonging
    (Springer Nature, 2023-07-14) Khoo E; Mitchell L; Sammons M
    Creative and innovative reflective methods are important to prompt and sustain alternative and novel ways for teachers to consider their professional identity and practice. Digital storytelling is one such method that enables the sharing of valued events including narratives of lived experience. This paper reports on a case study investigating teacher use of digital storytelling to promote reflection and pedagogical awareness in support of immigrant and refugee children’s developing sense of belonging. The case study is part of a larger funded project aimed at strengthening the identity and belonging of refugee and immigrant children in early childhood education. In the case study, four early childhood education teachers in an education and care centre planned and created their digital narratives, reflected on the process, and considered the opportunities and implications for integrating digital storytelling in their practice. A range of qualitative data were collected through observations (notes, photographs, video recordings), focus group interview, and teacher created artifacts. Thematic analysis identified that teachers valued their experiences with creating their own digital stories in identifying and affirming their values and identities as teacher practitioners, and in thinking more deeply about coming to belong. They recognised the transformative potential of digital storytelling in promoting understandings of belonging, facilitating reflective practice and identifying relevant belonging-based pedagogical strategies. They recommended other staff and parents could undertake a similar process, predicting that this would enable even stronger reciprocal connections between staff, parents and children to facilitate greater understanding of children’s cultural backgrounds and home experiences as a basis for establishing more targeted belonging-based pedagogies.
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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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    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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    Being the 'good' mother : a discursive study of breastfeeding women's experiences of accessing early childhood education in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology (Endorsement in Health Psychology) at Massey University, Auckland, Aotearoa New Zealand
    (2019) Henderson, Kaitlin Christina
    A majority of women in New Zealand will attempt breastfeeding, return to employment, and access early childhood education (ECE) care within the first year of their child’s life. There is a great interest in promoting and increasing national breastfeeding rates, yet little research exploring how normative ideals of motherhood influence breastfeeding women once they return to employment. Psychological studies that explore breastfeeding and employment often locate the issue at an individual level, constructing breastfeeding as a personal ‘choice’. Such research ignores the significant influence that structural barriers and societal pressures have on breastfeeding women’s ability to freely choose an infant feeding method. This research seeks to remedy this limited focus. In the current study, I was interested in examining how discursive constructions of breastfeeding shape women’s subjectivities as mothers, and the ways in which these subjectivities enable or constrain women’s ability to breastfeed. I utilised a poststructuralist approach to highlight how women’s constructions of breastfeeding influenced their accounts of infant feeding in ECE and workplace settings. I conducted qualitative interviews with seven women living in Auckland who had experienced combining breastfeeding with employment and I applied a Foucauldian discourse analysis to make sense of the data collected. Through my analysis I discovered that the participants worked to align themselves with the subject position of ‘good’ mother. Participant’s discursive constructions of breastfeeding worked to strengthen their subjectivities as ‘good’ mothers through three primary discourses; breastfeeding as best for the child, a natural and easy part of motherhood, and a difficult journey. The subjectivity of the ‘good’ mother had significant implications for how women navigated ECE and workplace settings. Participants often placed themselves under considerable stress to ensure they continued breastfeeding, despite structural difficulties. In the workplace the ‘good’ mother had to manage disruptions caused by breastfeeding, navigate poor management, and mitigate stigma. In ECE settings women had to manage tensions between public and private spheres and deal with low structural support. Women’s ability to uphold their status as ‘good’ mother in these contexts was often dependent on the level of privilege each participant held. Western constructions of motherhood compel women to be ‘good’ mothers regardless of the strain introduced. Therefore, I argue that by unpacking women’s constructions of breastfeeding and motherhood, in relation to ECE care and employment, the negative impacts of such discourses are highlighted and avenues to address these can become apparent.
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    Samoan parental perceptions of early literacy practices at home and in the community for children transitioning from Aoga Amata to mainstream primary school : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany Campus, New Zealand
    (Massey University, 2019) Alefaio, Simatavai
    Although there is an abundance of research which outlines academic failure and underachievement of Pāsifika students at all levels of education, there is very little research that looks through the lens of what Pāsifika children bring to education. Are Pāsifika homes barren or rich in literacy practices? This study explored the wealth of literacy learning young Pāsifika learners engage in, within the context of their homes prior to entering the compulsory schooling system. Based in a Samoan Aoga Amata (early childhood centre) from South Auckland, parental perceptions of early literacy practices at home and in the community were explored for children transitioning from Samoan Aoga Amata to mainstream primary school. Drawing on a Pāsifikaqualitative approach, and utilising Fa’afaletui as a methodological framework, photo elicitation was incorporated to capture deeper elements of human consciousness in which images as well as words were explored (Harper, 2002). In doing so, a culturally responsive and respectful process was created to enable Samoan parents to engage, share and feel safe within their own worlds. Findings of this study identified key knowledges and influences that impact Samoan children’s developmental abilities in literacy. Areas of strength based on literacy context (where and what learning occurs), methods of literacy (how Samoan children learn best) and parental priorities (what is most important) were uncovered. Furthermore, recommendations for those in school learning contexts, both at teacher and management levels, were identified. These are: the family as the nurturing agent of learning, the importance of recognising prior knowledge, the awareness of diverse learning strategies, and the importance of creativity and oral language. Limitations for children transitioning from Aoga Amata were also revealed as: not having established partnerships between Aoga Amata and primary school, changing teacher perceptions, and teacher workload, viewing the teacher as being the one with the knowledge, parents disengaging due to language barriers, and the cultural difference in practice between the Aoga Amata and receiving school. Overall, this study found Samoan children from Aoga Amata do come with an abundance of rich early literacy practices from home, Aoga Amata and church community. The challenge, however, is for teachers and schools to tap into this knowledge and, as a result, provide better outcomes for Samoan children transitioning from Aoga Amata. This could be applicable to all Pāsifika children transitioning from Pacific language nests.
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    Supporting continuity of learning through assessment information sharing during transition : a comparison of early childhood and new entrant teachers beliefs, experiences and practices : a thesis in partial fulfilment of the requirements for the degree of Master of Education at Massey University, New Zealand
    (Massey University, 2018) Fletcher, Melanie Irenee
    Recent policy initiatives in New Zealand and internationally have focussed on the importance of continuity of learning for children transitioning to school. Effective transitions occur when continuity of learning is supported, with the sharing of assessment information seen as an important strategy to support continuity of learning for children transitioning to school. The perspectives of those directly involved in the sharing of assessment information between early childhood services and schools are underrepresented in the research literature. This study therefore aimed to compare the beliefs, experiences and practices of New Zealand early childhood and new entrant teachers regarding the sharing of assessment information to support children’s continuity of learning as they transition to school. Using self-administered online surveys, qualitative and quantitative data was gathered from early childhood and new entrant teachers in the Canterbury region. Analysis of the data identified several areas of similarity within and between the sectors including valuing continuity of learning whilst experiencing barriers to information sharing. A number of significant differences in perspectives emerged from the data, in particular regarding the utility of information shared, given the reported emphasis on the provision of strengths-based information. Findings suggest that inconsistent information sharing practices have led to new entrant teacher dissatisfaction with current processes, and a desire to see more formalised processes enacted. The study identifies several recommendations, including that there is a need for greater collaboration and communication between the two education sectors to ensure assessment information is shared effectively. The provision of guidelines and the development of a template would improve the utility of the information supplied and ensure a more consistent approach to information sharing. The sharing of assessment information should be made compulsory, thus removing the inconsistencies in information sharing practices that are currently occurring.
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    Early childhood teachers' experiences of leadership development : a thesis presented in fulfilment of the requirements for the degree of Master of Education (Leadership and Administration) at Massey University, Manawatu, New Zealand
    (Massey University, 2018) Edwards, Megan Anne (née Shuker)
    There are clear links between quality early childhood education (ECE) and positive outcomes for children and increasing research reveals the link between effective leadership of early childhood centres and quality ECE within centres. Development of ECE leaders to support their leadership skills and competencies is essential as a pathway to support quality ECE. The aim of this research was to give voice to teacher leaders in the ECE sector by exploring their perspectives on their own journey into leadership. Surveys and interviews were used to gather data on leader experiences. Data were analysed using descriptive statistics, thematic analysis and a case study approach. Findings indicated that leaders believed they were poorly equipped to take on their leadership role and called for practice-based leadership support that goes beyond a theoretical understanding of leadership. It was also found that ongoing leadership development was largely self-initiated with a clear call for supported networking to create connections between leaders in what has become a highly competitive sector. This research is relevant to the ECE sector because it discusses the experiences of ECE teachers as they enter into leadership roles.
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    How senior teachers in kindergarten associations in Aotearoa New Zealand, define, understand and enact leadership : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education (Early Years) at Massey University, Manawatū, New Zealand
    (Massey University, 2018) Campbell, Gaylyn Joy
    Leadership in early childhood education is gaining increased attention as evidence suggests leadership is a key factor in raising the quality of early childhood curriculum provision and learning outcomes for children. The present study examined the way in which one group of positional leaders, senior teachers within kindergarten associations in Aotearoa New Zealand, define, understand and enact leadership. The study was situated within a pragmatic paradigm and was descriptive in approach, offering insight into participant’s beliefs and practices. Employing a survey to gather both qualitative and quantitative data provided an avenue for participants to describe their understanding, practice and enactment of leadership. Qualitative data were analysed thematically with an inductive approach taken to identify patterns of meaning, while simple descriptive statistics were used to summarise and interpret quantitative data such as categorisations and ratings. Findings indicated the leadership role of the senior teacher is characterised by complexity, including the identification of eight key areas of responsibility: curriculum development, collaboration, managing human resources, staff development through the provision of professional development, liaison within and outside of the organisation, oversight across multiple sites, compliance and internal evaluation. Senior teachers’ understanding of leadership as a collaborative, relational endeavor focuses on building the professional capabilities of others, with the intention of strengthening curriculum and pedagogy and thereby influencing outcomes for children. Findings also revealed senior teachers navigate multiple and at times competing demands on their leadership work, exacerbated by the complex external environment within which it is enacted. While leadership was seen to be rewarding and valuable, noted challenges included lack of time, a concentration on compliance and accountability functions, perceived lack of influence on strategic work within their organisations, human resources activities and at times, limited scope to change the practice of others.
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    Self-review in early childhood education : "what's it all about?" : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education at Massey University
    (Massey University, 2007) Collins, Sandra May
    An increased focus on self-review in early childhood education (ECE) in New Zealand has been influenced by the educational and political context of the past 15 years. The requirement for early childhood services to undertake internal review has been a feature of the regulatory framework since 1998 (and the requirement to undertake programme review has been in place since 1990). The Education Review Office (ERO) has given more emphasis to self-review through changes to its external review methodology since 1998, and self-review has been an area of national interest in all early childhood education reviews since 2005. Through the analysis of a sample of ERO reports, this research seeks to understand how external review has shaped and influenced thinking and practice associated with self-review in ECE services. The analysis of ERO's findings about self-review, as reported in accountability review reports (undertaken between 1998-2002) and education review reports (undertaken in 2005), revealed a complex milieu of activity that spanned everything that those who are involved in early childhood education services do as part of the operation of their service. This research also examined the political and educational contexts in which self-review understandings and practiccs have developed in early childhood services. The review of the literature illuminates how self-review has been defined, researched and practiced. The educational reforms that introduced charters and concepts of accountability and self-management to education in New Zealand in the late 1980s and early 1990s were a feature of the early childhood education landscape that gave rise to expectations of improved quality and increased accountability. This research explored the shifts that have taken place in ECE serviccs as reported by ERO and discussed in the context of the time. The relationship between self-review and external review is identified as needing revisiting and substantive discussion to explore ways that these two evaluative processes can be truly complementary.