Key Readings
Anti-racism commitment in early childhood education: The limits of cultural competency
Racism is pervasive in education in Aotearoa New Zealand, including in early childhood education. The preparedness of early childhood teachers to respond to the Ministry of Education's current anti-racism policy direction is a pressing concern. This is particularly the case, given the early childhood curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa offers little guidance to support early childhood teachers to develop anti-racism pedagogies. This primarily theoretical article seeks to contribute to dialogue with early childhood teachers about both racism and anti-racism pedagogies. The theoretical arguments advanced in the article focus on document analysis of Te Whāriki. Analysis includes consideration of the themes of inclusion, equity and social justice. It also includes consideration of what these themes might imply about expectations for early childhood teachers’ uptake of anti-racism approaches in their practice. Document analysis is supplemented by limited preliminary survey data drawn from the initial findings of the Anti-racism Commitment in Early Childhood Education: Pathways to Inclusion, Equity and Social Justice (ARC-ECE) study. Drawing from race-critical scholarship to further advance the theoretical arguments, the article highlights tensions in early childhood teachers’ understandings about racism. The limits of narrow definitions of racism that explain it as the result of ‘cultural difference’ are explored. In making a case for thinking beyond cultural competence and culturally responsive practice, the article calls for an immediate rethinking of racism in (and beyond) the sector.
Racism is pervasive in education in Aotearoa New Zealand, including in early childhood education. The preparedness of early childhood teachers to respond to the Ministry of Education's current anti-racism policy direction is a pressing concern. This is particularly the case, given the early childhood curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa offers little guidance to support early childhood teachers to develop anti-racism pedagogies. This primarily theoretical article seeks to contribute to dialogue with early childhood teachers about both racism and anti-racism pedagogies. The theoretical arguments advanced in the article focus on document analysis of Te Whāriki. Analysis includes consideration of the themes of inclusion, equity and social justice. It also includes consideration of what these themes might imply about expectations for early childhood teachers’ uptake of anti-racism approaches in their practice. Document analysis is supplemented by limited preliminary survey data drawn from the initial findings of the Anti-racism Commitment in Early Childhood Education: Pathways to Inclusion, Equity and Social Justice (ARC-ECE) study. Drawing from race-critical scholarship to further advance the theoretical arguments, the article highlights tensions in early childhood teachers’ understandings about racism. The limits of narrow definitions of racism that explain it as the result of ‘cultural difference’ are explored. In making a case for thinking beyond cultural competence and culturally responsive practice, the article calls for an immediate rethinking of racism in (and beyond) the sector.
Care as curriculum: investigating teachers’ views on the learning in care
This article investigates the approach of care as curriculum and teachers’ perceptions of this notion. It is a descriptive account of the interviews of four Aotearoa New Zealand-based infant and toddler teachers’ perceptions of care as curriculum. Care as curriculum is a pedagogical approach that was brought to the research process. This was an approach that all of the participant teachers were familiar with due to their previous professional learning and development. The focus of this research project with infant and toddler teachers was on care rather than care and education. This is because, although care and education are integrally related, education often subsumes care. This article argues that for these four infant and toddler teachers, care is curriculum.
This article investigates the approach of care as curriculum and teachers’ perceptions of this notion. It is a descriptive account of the interviews of four Aotearoa New Zealand-based infant and toddler teachers’ perceptions of care as curriculum. Care as curriculum is a pedagogical approach that was brought to the research process. This was an approach that all of the participant teachers were familiar with due to their previous professional learning and development. The focus of this research project with infant and toddler teachers was on care rather than care and education. This is because, although care and education are integrally related, education often subsumes care. This article argues that for these four infant and toddler teachers, care is curriculum.

care_as_curriculum_investigating_teachers_views_on_the_learning_in_care.pdf | |
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Response to the colloquium ‘The Organisation for Economic Co-operation and Development’s International Early Learning Study: Opening for debate and contestation’, by Peter Moss, Gunilla Dahlberg, Susan Grieshaber, Susanna Mantovani, Helen May, Alan Pence, Sylvie Rayna, Beth Blue Swadener and Michel Vandenbroeck, Contemporary Issues in Early Childhood 17(3)
UNESCO recommendations from the Gothenburg meeting (2007) recognised that early childhood curricula need to be ‘context sensitive and culturally relevant’ (Pramling Samuelsson and Kaga, 2008), allowing children, families and communities to work together to explore meaningful local issues. Pedagogies set in a context of democracy, citizenship, humanity, equity, rights, responsibilities and trust in each other are integral components of many highly acclaimed early childhood curricula – for example, Te Whāriki (Aotearoa New Zealand) and Reggio Emilia (Italy).
UNESCO recommendations from the Gothenburg meeting (2007) recognised that early childhood curricula need to be ‘context sensitive and culturally relevant’ (Pramling Samuelsson and Kaga, 2008), allowing children, families and communities to work together to explore meaningful local issues. Pedagogies set in a context of democracy, citizenship, humanity, equity, rights, responsibilities and trust in each other are integral components of many highly acclaimed early childhood curricula – for example, Te Whāriki (Aotearoa New Zealand) and Reggio Emilia (Italy).

mackey_hill_and_de_vocht_ciec_dec_2016.pdf | |
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Taking care of our children 30 years of child rights in Aotearoa New Zealand
In a recent report released by New Zealand’s Office of the Children’s Commissioner and the New Zealand Ministry for Children (Oranga Tamariki), children and young people were asked for their perspective on what wellbeing means for them. The data gathered is intended to inform a Child and Youth Wellbeing Strategy. It is to be commended that this research gave an opportunity for children and young people to have a say on what is important in their lives. However, the results are concerning. While most children responded positively saying they were satisfied with their wellbeing, about 10 % of the 6,000 participants say they face challenges. This research data is invaluable for exploring how New Zealand is responding to these challenges in the lives of young children, and where their rights are being dishonoured.
Although adults may ask for participation from children and young people, how are the voices of the youngest children valued? Their agency is often trivialised and not respected, therefore becoming a barrier to growing citizenship in our society. The discourse around citizenship education needs to be inclusive of the youngest children who are often most affected by social and education policy. All learners have the right to gain knowledge and develop skills that are practiced and affirmed every day within the early childhood context, and within the families and communities (SDG 4.7). It is therefore, the responsibilities of teachers and teacher education programmes to take advocacy for children’s rights seriously, so that young children from diverse backgrounds can take their rightful place as citizens in New Zealand society.
In a recent report released by New Zealand’s Office of the Children’s Commissioner and the New Zealand Ministry for Children (Oranga Tamariki), children and young people were asked for their perspective on what wellbeing means for them. The data gathered is intended to inform a Child and Youth Wellbeing Strategy. It is to be commended that this research gave an opportunity for children and young people to have a say on what is important in their lives. However, the results are concerning. While most children responded positively saying they were satisfied with their wellbeing, about 10 % of the 6,000 participants say they face challenges. This research data is invaluable for exploring how New Zealand is responding to these challenges in the lives of young children, and where their rights are being dishonoured.
Although adults may ask for participation from children and young people, how are the voices of the youngest children valued? Their agency is often trivialised and not respected, therefore becoming a barrier to growing citizenship in our society. The discourse around citizenship education needs to be inclusive of the youngest children who are often most affected by social and education policy. All learners have the right to gain knowledge and develop skills that are practiced and affirmed every day within the early childhood context, and within the families and communities (SDG 4.7). It is therefore, the responsibilities of teachers and teacher education programmes to take advocacy for children’s rights seriously, so that young children from diverse backgrounds can take their rightful place as citizens in New Zealand society.

mackey_and_hill-denee_ch.9_2021.pdf | |
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The Organisation for Economic Co-operation and Development’s International Early Learning Study:
Opening for debate and contestation
The Organisation for Economic Co-operation and Development is initiating the International Early Learning Study, a cross-national assessment of early learning outcomes involving the testing of 5-year-old children in participating countries. The authors use this colloquium to inform members of the early childhood community about this project and to raise concerns about its assumptions, practices and possible effects. The authors also invite readers’ comments, to start a process of democratic dialogue and contestation.
Opening for debate and contestation
The Organisation for Economic Co-operation and Development is initiating the International Early Learning Study, a cross-national assessment of early learning outcomes involving the testing of 5-year-old children in participating countries. The authors use this colloquium to inform members of the early childhood community about this project and to raise concerns about its assumptions, practices and possible effects. The authors also invite readers’ comments, to start a process of democratic dialogue and contestation.

colloquium_peter_moss_et_al_vol_173_343-351.pdf | |
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A Story of Changing State Priorities: Early Childhood Care and Education Policies in Aotearoa New Zealand
During the last 30 years, the early childhood care and education (ECCE) system in Aotearoa New Zealand has undergone a significant change, starting with centralising ECCE policy-making and administration into the Ministry of Education (MoE) in 1986. The influential Before Five (Department of Education 1988b) policies, with a ‘children’s rights’ framework, aimed to ensure equitable access to affordable and good-quality ECCE for young children. In 1996, the internationally acclaimed values-based, bicultural ECCE curriculum framework, Te Whāriki (Ministry of Education 1996), which was developed in partnership with the indigenous Māori people, was released. Market-driven policy approaches underpin the government’s mostly hands-off approach to the supply and management of early childhood education services (ECES). Analysis of recent Ministry of Education data indicates (1) steady growth in ECCE participation, with growing numbers of children under 2 years attending for longer hours, (2) a change from mostly community-based
ECCE provision to the majority of ECES being provided by private for-profit organisations, (3) that children living in poverty are less likely to attend licensed ECCE services and (4) growing population diversity. Lately the government has focussed on participation/enrolment targets often at the expense of
‘quality’ initiatives, particularly in relation to teaching qualifications.
During the last 30 years, the early childhood care and education (ECCE) system in Aotearoa New Zealand has undergone a significant change, starting with centralising ECCE policy-making and administration into the Ministry of Education (MoE) in 1986. The influential Before Five (Department of Education 1988b) policies, with a ‘children’s rights’ framework, aimed to ensure equitable access to affordable and good-quality ECCE for young children. In 1996, the internationally acclaimed values-based, bicultural ECCE curriculum framework, Te Whāriki (Ministry of Education 1996), which was developed in partnership with the indigenous Māori people, was released. Market-driven policy approaches underpin the government’s mostly hands-off approach to the supply and management of early childhood education services (ECES). Analysis of recent Ministry of Education data indicates (1) steady growth in ECCE participation, with growing numbers of children under 2 years attending for longer hours, (2) a change from mostly community-based
ECCE provision to the majority of ECES being provided by private for-profit organisations, (3) that children living in poverty are less likely to attend licensed ECCE services and (4) growing population diversity. Lately the government has focussed on participation/enrolment targets often at the expense of
‘quality’ initiatives, particularly in relation to teaching qualifications.

ch_8_ecce_policies_in_aotearoa_nz_.pdf | |
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Young Children in the World and Their Rights: Thirty Years with the United Nations Convention on the Rights of the Child
Thirty years ago, world leaders made a historic commitment to the world’s children by adopting the United Nations Convention on the Rights of the Child
(UNCRC). The UNCRC marks a new way of looking upon children: children are not just objects who belong to their parents and for whom decisions are made. Children are not just training to become adults, they are human beings, citizens and, individuals with their own rights. The aim of this book is to use the 30th anniversary of the UNCRC as a reason to analyse “What do the children’s rights mean today?”. How are the goals of provision, protection and participation implemented? Are children’s voices heard, and do children now participate in their societies as actors and agents for change? A wider purpose of this book is to elevate the obvious links between the UN Sustainable Development Goals and the UNCRC. Almost all of today’s children will be adults by 2030, or very soon after. As a theoretical framework for performing this analysis, Davis’ theory about five dimensions of rights for early childhood
education is used.
The authors in this book come from 14 countries and all regions of the world. They write about their own country through a lens of their own professional field and expertise, which for most of them is within Early Childhood Education (ECE). Thus, the contributions may serve as contemporary, complementary, and rich examples of early childhood. By comparing the lived rights of the child in various contexts, we want this book to be a source of knowledge and an inspiration to many child rights activists, students, and professionals.
Thirty years ago, world leaders made a historic commitment to the world’s children by adopting the United Nations Convention on the Rights of the Child
(UNCRC). The UNCRC marks a new way of looking upon children: children are not just objects who belong to their parents and for whom decisions are made. Children are not just training to become adults, they are human beings, citizens and, individuals with their own rights. The aim of this book is to use the 30th anniversary of the UNCRC as a reason to analyse “What do the children’s rights mean today?”. How are the goals of provision, protection and participation implemented? Are children’s voices heard, and do children now participate in their societies as actors and agents for change? A wider purpose of this book is to elevate the obvious links between the UN Sustainable Development Goals and the UNCRC. Almost all of today’s children will be adults by 2030, or very soon after. As a theoretical framework for performing this analysis, Davis’ theory about five dimensions of rights for early childhood
education is used.
The authors in this book come from 14 countries and all regions of the world. They write about their own country through a lens of their own professional field and expertise, which for most of them is within Early Childhood Education (ECE). Thus, the contributions may serve as contemporary, complementary, and rich examples of early childhood. By comparing the lived rights of the child in various contexts, we want this book to be a source of knowledge and an inspiration to many child rights activists, students, and professionals.

2021_book_youngchildrenintheworldandthei.pdf | |
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Mercedes Mayol Lassalle, OMEP World President
shares the document that emerged from the DECISIONS ADOPTED BY THE EXECUTIVE BOARD AT ITS SEVENTH SPECIAL MEETING (Paris, March 15-16, 2022) on the consequences of the current situation in Ukraine on all aspects of UNESCO's mandate. We thank our official representative at UNESCO Paris, Lisbeth Gouin for sending this news.
shares the document that emerged from the DECISIONS ADOPTED BY THE EXECUTIVE BOARD AT ITS SEVENTH SPECIAL MEETING (Paris, March 15-16, 2022) on the consequences of the current situation in Ukraine on all aspects of UNESCO's mandate. We thank our official representative at UNESCO Paris, Lisbeth Gouin for sending this news.
ENGAGEMENT WITH CHILDREN AND YOUNG PEOPLE: BEST PRACTICE GUIDELINES
The Child and Youth Wellbeing Unit at DPMC has just published these guidelines on their website to improve youth participation in government decision making, following a series of hui with rangatahi (including from VOYCE Whakarongo Mai) as part of the review of the Strategy:
The Child and Youth Wellbeing Unit at DPMC has just published these guidelines on their website to improve youth participation in government decision making, following a series of hui with rangatahi (including from VOYCE Whakarongo Mai) as part of the review of the Strategy:
Booklist

omep_books-for-children-on-social-sustainability.pdf | |
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contributions_of_early_childhood_development_programming_to_sustainable_peace_and_development.pdf | |
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education_for_sustainabl_early_years.pdf | |
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TELL ME PROJECT
The book attached was started in 2010 with children from Shufat Refugee camp and children from Al Quds or Jerusalem. We gave them cameras, and we asked our friends all over the world to sponsor a child ($50) and ask them questions about their lives to which they were to write stories and take photos in repsonse. The idea was to make a book for the child to keep but we were to sell them so we could do the same project with other kids in different areas of the world…we wanted to set up a series of pen pal connections but with children all over the world but when we came back to NZ , Paula became paralysed and could not go back and the books were published with our checking them and there were many mistakes so we ended up just giving them away.
The book attached was started in 2010 with children from Shufat Refugee camp and children from Al Quds or Jerusalem. We gave them cameras, and we asked our friends all over the world to sponsor a child ($50) and ask them questions about their lives to which they were to write stories and take photos in repsonse. The idea was to make a book for the child to keep but we were to sell them so we could do the same project with other kids in different areas of the world…we wanted to set up a series of pen pal connections but with children all over the world but when we came back to NZ , Paula became paralysed and could not go back and the books were published with our checking them and there were many mistakes so we ended up just giving them away.

telmyproject^_palestinian_childrens_stories.pdf | |
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