No Image
In this series, we celebrate the extraordinary mahi of educators across Aotearoa, whose passion and purpose shape the future every day. This month kindergarten head teacher Sally Griffin answers 12 questions about her unique powers.
Last year, NZEI Te Riu Roa won an allowance for existing teachers who hold cultural knowledge and expertise to recognise the work they are already doing in kura, schools and kindergartens. It came into effect this year and the applications for the funding were overwhelming.
Ngāmotu-based writer Emma Hislop (Kāi Tahu) sat down with a few of the kaiako who received the Cultural Leadership Allowance in Taranaki, to find out about their roles – and what receiving the funding meant to them.
Last year, NZEI Te Riu Roa kindergarten members won a new addition in their collective agreement: ten-week-long paid sabbaticals for up to 20 head teachers each year. We are honoured to share excerpts from a generous and insightful diary written during one of the first sabbaticals earlier this year, thanks to Shelley Shennan, the head teacher of Parihaka Kindergarten in Whangārei.
An innovative language project involving 19 kindergarten teachers has shown the value of collaboration and using data to enhance intentional teaching in early childhood education.
Professor Linda Mitchell and her colleagues surveyed 156 managers from Early Childhood Education (ECE) providers on the initial impact of the Covid-19 pandemic.
Parents experienced a mix of emotions when their children returned to schools and centres at the end of Alert Level 3. Two kindergartens share their stories of transition with AKO.
Located in the grounds of Nelson Hospital, Healthkids Kindergarten has many families that are essential workers. AKO talked to head teacher Stephanie Smith about how the kindergarten has been supporting families during the lockdown.
Oral language learning in early childhood is critical to success in later life. But how well do we do it in New Zealand?
The importance of whānau and community doesn’t lessen just because a child starts school, but it can be hard for educators to maintain these strong connections once a child leaves early childhood education. Jane Blaikie and Jane Arthur talk to educators across the country about the challenges they face when trying to build bridges between the child and their community.
Inclusivity in ECE is increasingly seen as an opportunity to improve teaching practices and engage children’s learning.