Cameron, M., Smith, P., & Aspden, K. (2026). “Trying to wrap your head around all of that” – Leadership and curriculum implementation in early childhood settings. Early Education Journal.
"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.
Penman, F. R., Green, E., & Winslow, R. (2026). Influencers of high-quality infant and toddler programmes: structural and process quality in Aotearoa New Zealand. Early Years, 1–16.
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 in 2011. This article considers the recommendations made in these reports, subsequent research undertaken, and the progress 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.
Penman, R., Kees, V., Lange, S., & Winslow, R. (2026). Age ain’t nothing but a number: Rethinking groupings in ECE. Early Education Journal.
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.
