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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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    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.
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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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    Personal, interpersonal and organisational factors that enable or constrain the development of attachment-type relationships between infants, toddlers and their teachers in Aotearoa New Zealand early childhood settings : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2018) Bary, Raewyne Louise
    Research has demonstrated that close and affectionate relationships between infants/toddlers and teachers within early childhood settings are of vital significance. It is within these relationships that infants and toddlers cognitive, emotional and physical health is promoted and protected (Dalli, White, Rockel, & Duhn, 2011; Rolfe, 2004; Shonkoff & Phillips, 2000). It is also in these close foundational attachment-type relationships that children develop adaptive emotional regulation and individual self-concept. These relational experiences form the blueprint for the manner in which children and adults approach and negotiate current and future relationships (Treboux, Crowell, & Waters, 2004). The goal of this mixed-method design study was to identify the structural and process quality factors that predict high quality relationship development opportunities between teachers, infants and toddlers. Three case studies were undertaken in the first phase of data generation. The sample for the research comprised groups of teachers, infants/toddlers and their families/whānau. Case study data identified organisational factors that influence the opportunities for quality relationships to develop in Early Childhood Services (ECS); these organisational factors were then further validated in phase two through a national survey of 213 centres that were identified as catering for infants and toddlers. Results showed there is a need for centres to develop relationship-based approaches, which could include primary/key teacher programmes within an organisational climate that is flexible, safe and open to critique and change. This relationship development requires specific attention in each of the three planes of activity: personal, interpersonal and institutional (Rogoff, 1998). The three planes pay attention to: participation of an individual within an activity and how this participation transforms during the course of the activity (personal focus of analysis), the individual’s collaboration and relationships with others (interpersonal focus of analysis), and on cultural/institutional/historical factors (community or cultural or contextual focus of analysis). It is in the structures such as rosters, or duty lists, and staff rotations where relationship opportunities get missed or unfulfilled. The findings suggest that the reduction of teacher rotation in the infant and toddler areas should be considered to promote consistency and continuity for the infants and toddlers and their families/whānau. The need for increasing infant and toddler specific preparation within initial teacher education and on-going professional learning programmes were identified as key factors in improving the development of quality teaching practice. Implications from this study include the need for teachers to recognise the importance of developing attachment-type relationships with the infants and toddlers with whom they work, and to engage in on-going professional learning focused on infant and toddler pedagogy. Finally, the findings recommend that policy makers should develop regulations to ensure ratios for infants and toddlers be maintained at one adult to three children (1:3) for under two-year-olds. There is a call to reinstate the 100% fully qualified teacher requirements (particularly for infants and toddlers); and a need to provide financial and professional support to ensure all infant and toddler teachers can be exposed to a variety of on-going professional learning opportunities. The framework of planes of activity (Rogoff, 1998) has been utilised to make coherent sense of so many variables, each of which contributes to quality relationships between the teachers and the infants, toddlers.
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    Assessing four-year-old children's learning : New Zealand early childhood teachers' purposes, practices and knowledge : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2018) Cameron, Monica Jane
    Assessment is a core element of quality teaching and learning experiences for all children enrolled in early childhood education settings. This study explored New Zealand early childhood teachers’ purposes, practices and knowledge related to assessing four-year-old children’s learning. Understanding teachers’ beliefs related to the assessment of four-year olds is particularly important for supporting effective transition to school and continuity between early childhood and school contexts. To investigate teachers’ assessment purposes, practices and knowledge, a mixed methods sequential research design was developed. Phase one involved a nationwide survey of early childhood teachers, while phase two involved 14 key informant interviews with teachers representing nine different service types. Interview questions were derived from the survey results. Interviewees were asked to complete the survey and to share three pieces of assessment documentation. Descriptive statistics and thematic coding were utilised to analyse the data gathered. Findings from both phases were used to answer the study’s research questions. Findings demonstrated that teachers recognised the important role of assessment but their assessment knowledge, purposes and practices varied widely. Teachers favoured informal methods and focussed on sharing information with others as a primary purpose for assessment. Teachers’ knowledge of assessment was predominantly developed through their experiences in the sector, thereby conserving established assessment practices. Learning stories were found to dominate teachers’ assessment practices, which focused on specific aspects of children’s learning. Assessing four-year-old children’s learning was considered to be important in relation to transition to school, though challenges associated with sharing assessment information were repeatedly identified. The findings of this study, along with those of extant research, are of concern because New Zealand early childhood teachers’ assessment purposes, practices and knowledge in relation to assessing four-year-olds appear to be constrained relative to international recommendations for quality assessment in early childhood. One implication is that teachers need additional support to develop their knowledge of assessment and understand its multiple purposes. The development of a repertoire of assessment tools would further assist the advancement of teachers’ assessment practices. Early childhood and new entrant teachers need support to develop their understandings of each other’s assessment methods, so that methods with appropriate fit for purpose can be used to promote children’s successful transition to school. Continued research, professional development and initial teacher education need to play a key role in challenging current rhetoric and misunderstandings around assessment.
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    Early childhood teachers' beliefs and experiences of identification and referral for early intervention services in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2017) Baxter, Stacey
    This research addresses a gap in the literature related to the role of early childhood teachers in the identification and referral of children for specialist early intervention, particularly in the Aotearoa New Zealand context. Extending on the prior work of Aspden (2003), this replicative study explored early childhood teachers’ experiences, attitudes and beliefs regarding the identification of children’s additional needs and subsequent referral for specialist early intervention. Two research questions framed this study: (1) what are early childhood teachers’ experiences related to identification and referral? and; (2) what factors, attitudes and beliefs influence early childhood teachers’ identification and referral practices? Seventy-eight early childhood teachers participated in an online survey. Key findings suggested that teachers’ identification and referral confidence was strongly influenced by a complex set of personal and external factors that included concerns around parental reaction and the adequacy of service provisions. Teachers reported low overall levels of confidence in specialist service provisions, creating a potential access barrier for children with additional needs. The findings support the ongoing need for teacher consultation in terms of current and future changes to the systems around specialist early intervention as well as enhanced professional support and development that targets teachers need for knowledge of and connection with specialist agencies.
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    Creating effective invited spaces : putting the lens on early childhood teacher education practica : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand
    (Massey University, 2016) Wilson, Claire Maree
    The teaching practicum offers many opportunities for growth of knowledge, practice and development of new understandings and competencies for student teachers. However, student teachers who are placed within low socioeconomic early childhood settings, if they have little or no knowledge of this habitus, may find this a challenging aspect of their initial teacher education. This study aimed to identify factors that support, facilitate and nurture the positive relationships between associate teachers and student teachers during teaching practicum within low socioeconomic early childhood settings. A qualitative case study approach was used to gather data, including in-depth interviews with two pre-service teacher education coordinators as well as six associate teachers in a range of low socioeconomic early childhood educational settings. The findings provide insights into associate teachers’ pivotal role in allowing student teachers access to the very intimate and specific dispositions and approaches that they implement every day in their practice. In addition, the findings highlight the reciprocal responsibility of student teachers to take advantage of the opportunities to share with their associate teachers during the short passage of time that the teaching practicum allows. The findings from this study led to the development of a conceptual model which reveals the characteristics of an effective ‘invited space’. This invited space is most likely to emerge when both the associate teacher and the student teacher negotiate a respectful and trusting relationship that allows them to share their identity, beliefs, values and practices, and to be prepared to move flexibly between the roles of teacher and learner.
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    Early childhood teachers' perceptions of the social validity of the incredible years teacher classroom management programme in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Manawatū, New Zealand
    (Massey University, 2015) Wooller, Sally Kay
    The Incredible Years Teacher Classroom Management (IY TCM) programme is being offered to teachers of young children in Aotearoa New Zealand by the Ministry of Education to support the provision of more positive learning environments and provide teachers with strategies to promote pro-social behaviour and decrease disruptive behaviour. An important aspect of the implementation of any programme is its social validity with its intended users. Establishing the social validity of an intervention or prevention programme is important as it impacts on its implementation and sustainability within the intended setting. The present study explored three aspects of social validity of the IY TCM programme by examining early childhood teachers perspectives about a) the alignment between IY TCM principles and strategies and the early childhood curriculum, Te Whariki; b) the appropriateness of IY TCM principles and strategies to the New Zealand context and their teaching practice; and c) the ways in which teachers incorporate IY TCM principles and strategies into their teaching practice. Placed within a constructivist epistemology and using a mixed methods approach, a web based, anonymous survey was conducted. One hundred and seven early childhood teachers who had participated in IY TCM participated. Results indicated that most early childhood teachers in Aotearoa New Zealand find IY TCM principles and strategies to align with Te Whariki, particularly in the areas of Relationships, Empowerment and Family and Community, with IY TCM improving some teachers’ implementation of Te Whariki. Discussion of both favourable and less favourable views about the social validity of IY TCM contribute to understanding potential ways to help strengthen and support implementation of IY TCM strategies in early childhood centres, as well as ways to improve programme training for teachers. Limitations of the research and future directions for research are identified.