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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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    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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    Leadership in early childhood : the kindergarten experience :a thesis submitted in part fulfilment of the requirements for the degree of Master of Educational Administration at Massey University
    (Massey University, 1999) Scrivens, Cushla
    The kindergarten service was, until 1997, a state sector service. It is staffed principally by women teachers who work in groups of two or three in kindergartens. Senior Teachers in the service carry the responsibility for the professional leadership and support of these teachers. This qualitative, exploratory study investigates the perceptions of leadership of a group of Senior Teachers. It examines how these ideas are expressed in their work. The constraints, tensions and dilemmas experienced in working in a New Public Management or neo liberal environment are also investigated, and the coping strategies of these women are analysed. Six Senior Teachers were asked to keep a log of their work for a week. Semistructured interviews were used to investigate the Senior Teachers' personal theories of leadership and explore how these theories influenced their work, using the log as a springboard for description and reflection. In order to increase the validity of the study, further perspectives on their leadership practices were obtained through interviews with the General Managers of the associations and a selection of Head Teachers with whom they worked. Relevant additional material, such as job descriptions and Association reports, was also collected. The interviews were transcribed and sorted into categories that arose out of the material. The personal ideas of this group of Senior Teachers about leadership were found to be similar to those identified in several studies of women leaders in schools. These ideas included a commitment to children and to teaching and learning and a preference for collaborative, supportive leadership. The ways in which these Senior Teachers were able to carry out their ideas about collaboration, power sharing and supportive action within the setting of their job, were described and analysed. The dilemmas for these women were identified as an increase in workload and a multiplicity of additional jobs, and an intrusion of work into their private lives. In most cases, the question of where power and authority lay between the Senior Teacher and the General Manager was a constraint, and there were role tensions in their relationships with the Association. The study argues that despite the dilemmas, tensions and constraints described above, these women managed to enact their leadership in ways that were mostly consistent with their personal theories of leadership. They used a variety of strategies in order to ensure that their leadership was consistent with the values they had about teacher support and their aspirations for young children and the kindergarten service.