The impact of noise in early childhood settings: A New Zealand perspective

2021 ◽  
Vol 25 (1) ◽  
pp. 20-25
Author(s):  
Susan Bates ◽  
Wyatt Page ◽  
Sue Stover
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
International Research ◽  
Early Childhood Teachers ◽  
Childhood Education ◽  
Key Factor ◽  
Adults And Children ◽  
The Impact ◽  
Early Childhood Settings ◽  
Excessive Noise

Excessive noise levels in early childhood centres have a direct impact on the learning of young children, as well as on the wellbeing of teachers. Psycho-acoustic studies show that noise is a key factor contributing to elevated adult stress levels and annoyance, leading to lower levels of adult sensitivity to children’s needs and fewer direct interactions with them. Longer term, local and international research indicates correlations between excessive noise in early childhood education (ECE) centres and health problems, such as to hearing loss, voice strain, obesity, diabetes, and cardiac conditions. Noise as a chaos factor in early childhood settings undermines wellbeing of both adults and children. Because noise negatively impacts on quality relationship and communication, children’s language development is also impacted. Yet noise within New Zealand early childhood settings is under-researched, under-regulated, and under-monitored. Drawing on local and international research and on a survey of New Zealand early childhood teachers, this article recommends regulating for the creation of quieter environments for the benefit of teachers and learners, the adults and children in early childhood settings.

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

Student Teacher Knowledge: Knowing and Understanding Subject Matter in the New Zealand Context

2002 ◽  
Vol 27 (3) ◽  
pp. 1-6 ◽  
Author(s):  
Dawn Garbett ◽  
Belinda R Yourn
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Subject Matter ◽  
National Curriculum ◽  
Early Childhood Teachers ◽  
Professional Knowledge ◽  
Early Childhood Educators ◽  
Childhood Education ◽  
Changing Role

In the past few decades there has been an increasing awareness of the importance of early childhood education in New Zealand. Concomitant with this has been the move towards professionalising the early childhood sector through a national curriculum and increased expectations for its practitioners. This paper examines issues relating to the changing role of early childhood teachers as they manage the implementation of the New Zealand curriculum. There is no consensus about what makes up the professional knowledge base for early childhood educators. This paper explores the nature of professional knowledge and suggests that subject matter knowledge may be more important than previously recognised for early childhood educators.

Using ePortfolios in early childhood education: Recalling, reconnecting, restarting and learning

2019 ◽  
Vol 17 (4) ◽  
pp. 376-391 ◽  
Author(s):  
Tracey Hooker
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Doctoral Study ◽  
Childhood Education ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

Portfolios are widely used in New Zealand for documenting children’s learning; there is now an increasing move to online ePortfolios. This article presents findings from a doctoral study which investigated the impact of the introduction of ePortfolios in an early childhood education setting where traditional paper-based portfolios were previously used as the formative assessment tool for children’s learning. The findings demonstrate that a significant benefit of the ePortfolio system used in this study was the ways in which they could support children to revisit their learning and become involved in their own formative assessment. This is described as recalling, reconnecting and restarting. Through participating in these processes, children become active contributors to their own learning journeys which is a significant factor of formative assessment.

Teacher Understandings of and Commitment to Gender Equity in the Early Childhood Setting

2005 ◽  
Vol 30 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Kerrin Lee-Thomas ◽  
Jennifer Sumsion ◽  
Susan Roberts
Keyword(s):  
Early Childhood ◽  
Gender Equity ◽  
Local Level ◽  
Early Childhood Teachers ◽  
Gender Inequity ◽  
Childhood Education ◽  
Gender Based ◽  
And Gender ◽  
Feminist Poststructuralist ◽  
Early Childhood Settings

Despite considerable examination of gender and gender equity within early childhood education, gender inequity remains problematic in many early childhood settings. Using qualitative methods, the study reported in this article investigated four early childhood teachers' understandings about gender and their commitment to promoting gender equity. It adopted a triangulated investigation of the teachers' understandings, attitudes and commitment to gender equity that involved talking with the teachers about their practice, observing their pedagogic practice, and inviting them to reflect on gender-based scenarios. While the participants believed gender to be a significant issue for early childhood teachers, their understandings about many aspects of gender and gender equity were heavily grounded in socialisation theory. In addition, their reliance on socialisation theory seemed to contribute to a sense of fatalism regarding their capacity for intervention. The study concludes that engaging with feminist poststructuralist theory may enhance teachers' understanding about gender and gender equity and offer a way of intervening effectively at the local level.

scholarly journals Research work as curriculum work in New Zealand early childhood settings: What should be taught and learned?

2015 ◽  
Vol 6 (2) ◽  
pp. 103-117 ◽  
Author(s):  
Alexandra C. Gunn
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Policy Implementation ◽  
Research Work ◽  
Early Years ◽  
Curriculum Policy ◽  
Childhood Education ◽  
School Settings ◽  
Research In Education ◽  
Early Childhood Settings

Abstract This article draws from experiences in an ongoing study of children’s narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquires into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children’s rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and pedagogical/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.

Supporting teachers’ practice through professional learning and development: What’s happening in New Zealand early childhood education?

2020 ◽  
pp. 183693912097906
Author(s):  
Linda Clarke ◽  
Tara McLaughlin ◽  
Karyn Aspden ◽  
Tracy Riley
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Teaching Practice ◽  
Early Childhood Teachers ◽  
Learning And Development ◽  
Quality Teachers ◽  
Childhood Education ◽  
Full Picture

Early childhood teachers’ professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet gaining a full picture of PLD in the New Zealand ECE context is problematic. Information about government-funded PLD programmes is available through evaluations, however, teachers access PLD from a range of providers, many of whom are not government-funded, nor subject to regular monitoring for quality. Teachers’ reports, therefore, represent important sources of insight into PLD. We surveyed New Zealand early childhood teachers about their experiences of PLD, including topics, delivery, and facilitation. We analysed 345 responses. Workshops were the most commonly experienced PLD model. Many respondents had also experienced job-embedded support, but may not have experienced the types of facilitation strategies likely to prompt shifts in teaching practice. This article reports the survey results, examines implications and discusses features of PLD that support shifts in teaching practice.

scholarly journals Unintended Consequences: the Montessori Story of the Early Childhood Education Qualification  Requirement - 2000-2007

2021 ◽  
Author(s):  
◽  
Sola Freeman
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Unintended Consequences ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Left Behind ◽  
Need For Support ◽  
Key Policy ◽  
The Impact

<p>In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan is a staged requirement for teachers in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. The study analyses the impact on the Montessori early childhood sector of the requirement that teachers in a centre be qualified with a Diploma or equivalent. This thesis draws on the results of a qualitative study involving interviews with key policy informants and focus groups of teachers and the story that emerges describes the complexities, frustrations and positive outcomes for centres and their teachers. The story points to a need for support, intervention and creative strategies to ensure no part of the early childhood sector is left behind, and diversity within early childhood education in New Zealand is maintained. The final outcome of the study raises the dilemma faced by the Montessori community; how can the approach accommodate the current ideas of early childhood education brought to centres through the policy requirement and remain identifiably Montessori?</p>

scholarly journals Unintended Consequences: the Montessori Story of the Early Childhood Education Qualification  Requirement - 2000-2007

2021 ◽  
Author(s):  
◽  
Sola Freeman
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Unintended Consequences ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Left Behind ◽  
Need For Support ◽  
Key Policy ◽  
The Impact

<p>In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan is a staged requirement for teachers in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. The study analyses the impact on the Montessori early childhood sector of the requirement that teachers in a centre be qualified with a Diploma or equivalent. This thesis draws on the results of a qualitative study involving interviews with key policy informants and focus groups of teachers and the story that emerges describes the complexities, frustrations and positive outcomes for centres and their teachers. The story points to a need for support, intervention and creative strategies to ensure no part of the early childhood sector is left behind, and diversity within early childhood education in New Zealand is maintained. The final outcome of the study raises the dilemma faced by the Montessori community; how can the approach accommodate the current ideas of early childhood education brought to centres through the policy requirement and remain identifiably Montessori?</p>

Sign in / Sign up

Export Citation Format

Share Document