Recent Publications

“Trying to wrap your head around all of that” – Leadership and curriculum implementation in early childhood settings

Monica Cameron, Penny Smith and Karyn Aspden

This article examines the evolving role of leadership in the implementation of Te Whāriki within Aotearoa New Zealand’s early childhood education (ECE) sector. Drawing on qualitative data from two phases (2017 and 2023), the overall study explored how leaders and teachers had responded to both the original and refreshed versions of the curriculum. The findings reported in this article revealed a shift from hierarchical to more distributed and collaborative leadership approaches, with increased emphasis on pedagogical leadership, professional dialogue, and reflective practice. Leaders were shown to play a central role in fostering curriculum alignment, supporting teacher accountability, and embedding Te Whāriki into planning and assessment. The research highlighted ongoing challenges in distinguishing leadership from management and underscores the importance of relational and transformational leadership for effective curriculum enactment. Implications are discussed for leadership development and practice, offering insights for ECE leaders navigating the complexities of curriculum implementation.

Influencers of high-quality infant and toddler programmes: structural and process quality in Aotearoa New Zealand

Raewyn Penman, Elysia Green and Rachel Winslow

Two comprehensive reports on the provision of quality education and care for infants and toddlers were undertaken in Aotearoa/New Zealand (NZ) in 2011. This article considers the recommendations made in these reports, subsequent research undertaken, and the progress in Aotearoa/NZ has made since 2011. Using an integrative literature review methodology the question of what constitutes quality for infants and toddlers in group education and care settings was investigated. Comparisons between international research into quality provision for infants and toddlers, and current regulations and practices in Aotearoa/ NZ show little improvement has been made in the structural factors that underpin process quality. Previous research has focused on the three structural aspects that form the ‘iron-triangle’ framework established in 1979, teacher to child ratio; group size; and teacher qualifications. Based on the insights gained from this review an expanded representation of the conceptual framework was developed to reflect the complex array of factors that influence the provision of quality infant and toddler care and education.

Age ain’t nothing but a number: Rethinking groupings in ECE

Raewyn Penman, Victoria Kees, Sherideen Lange and Rachel Winslow

Age groupings in early learning settings influence children’s interactions and experiences. Recent shifts have seen same-age groupings become more common. In this article we investigate the relationship between early learning theories, pedagogical approaches, and grouping practices. While literature is dominated by research into mixed-age settings, overall it revealed that there are benefits to both types of groupings. The key factors appear to be aligning the grouping structure with the setting’s philosophy, cultural values and community context. We were left wondering what information was informing the grouping decisions in Aotearoa New Zealand early learning settings and have posed some questions for reflection.