Working theories, and disposition are key learning outcomes of New Zealand’s early childhood curr... more Working theories, and disposition are key learning outcomes of New Zealand’s early childhood curriculum Te Whāriki (Ministry of Education, 2017). In Te Whāriki working theories are described as “the evolving ideas and understandings that children develop as they use their existing knowledge to try to make sense of new experiences” (Ministry of Education, p.23). A number of projects have explored what this means in practice and the pedagogical approaches that help to explore, support and stretch children’s thinking. This presentation revisits the working theory lens to consider the surprising depth of young children’s ideas and ways to recognise and enhance creative and critical thinking
Realising Innovative Partnerships in Educational Research, 2017
The stereotypical image of the academic as a ‘mad professor’ who leads a solitary existence in th... more The stereotypical image of the academic as a ‘mad professor’ who leads a solitary existence in the confines of a cluttered, dingy office engrossed in his or her own world of philosophical thought is far from the realities of 21st century academic life. Tertiary organisations have long recognised the need to collaborate and network beyond the four walls in order to generate knowledge on a much grander scale.
This chapter examines transitions by looking closely at the border or threshold to be crossed bet... more This chapter examines transitions by looking closely at the border or threshold to be crossed between different educational contexts. We explore research fi ndings related to borderlands and bridges between the early childhood and school sectors, the ways in which these might be conceptualised in policy and the implications for practice for the professionals involved. The chapter also considers the child's pathway or learning journey traversing these borders, borderlands or bridges and discusses the place of rites of passage in this process.
Introduction This project is working with two early childhood services and two schools to investi... more Introduction This project is working with two early childhood services and two schools to investigate ways of enhancing children’s learning journeys from early childhood education into school, and to explore the impact of transition practices over time. The research is located in two different communities: one where there is an established ECE/ school partnership and one where the relationships will be developed through the project. Aims This project aims to address some of the current gaps in understanding regarding the transition to school, and the impact of transition practices on children’s learning. The study will explore a number of broad themes. These include: 1) Considering ways in which children’s learning journeys might be enhanced as they move from early childhood education into school. 2) Working with Māori whānau to explore what a successful transition might look like for Māori children and their families, and to develop strategies to enhance the transition to school fo...
This thesis explored the experiences of children and their families as the children started schoo... more This thesis explored the experiences of children and their families as the children started school at one Aotearoa/New Zealand primary school. The study followed the progress of seven case study children and their families, from the children's last months in early childhood education, when they were four-years-old, until the children were eight, and had been at school for three years. Their stories are nested within a broader framework, looking at the transition experiences of 16 other children and families. Using an interpretive methodology, interview and observation data were gathered from the children, their parents, their early childhood and new entrant teachers, and other relevant school personnel. This provided a 'rich description' of the year in which the children's transitions took place. A series of interviews over the four-year period captured the case study participants' ongoing experiences and reflections. An ecological framework was used to analyse t...
Making Things Count (Ministry of Education, 1999) is a teaching resource for early childhood educ... more Making Things Count (Ministry of Education, 1999) is a teaching resource for early childhood educators. This paper expands on the ideas in Making Things Count and is intended as a resource for teachers, parents and caregivers who want to understand and enhance young children's mathematical thinking It provides a framework for looking at children's mathematical thinking and explores why the development of a 'number sense' is so important. Annotated lists of books for children and further reading for adults are included, along with master copies of some games for young children. This is followed by a profile of a fictional early childhood centre where mathematical experiences occur as an integral and natural part of the daily programme. A summary of the early childhood teacher's role in providing mathematical experiences for children, and practical suggestions for mathematics in centres are presented at the end
This article focuses on human development in the early years, and the challenges for teachers and... more This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children's perspectives. The current interest in listening to children's voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their "voice" can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children's perspectives in research and education? To explore children's perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.
set Research Information for Teachers, Nov 1, 2003
And … FOR pRint SUBSCRiBERS OnLY set on CD!! Makes professional development easy! If you subscrib... more And … FOR pRint SUBSCRiBERS OnLY set on CD!! Makes professional development easy! If you subscribe to set (print) you can also buy the electronic version on CD ROM (3 CDs per year).
From [2005][2006][2007][2008] Mangere Bridge Kindergarten in New Zealand carried out a Centre of ... more From [2005][2006][2007][2008] Mangere Bridge Kindergarten in New Zealand carried out a Centre of Innovation research project exploring the transition between early childhood education and school. A flexible action research approach was used, with the three teacher researchers, supported by two university research associates, developing and researching a range of strategies for supporting children's learning as the children and their families 'crossed the border' from early childhood education to school. Many of these initiatives involved working closely with teachers in the local school setting. This paper focuses on one aspect of the findings, the ways in which the early childhood portfolios could be used to enhance children's learning during the transition to school. Portfolios were identified as a belonging and empowerment tool; a means for school teachers to access to children's funds of knowledge; playing a role in constructing a positive self-image about learning; and as valuable literacy artefacts. Full details of the project are provided in the final report, Hartley, Rogers, Smith, .
From 20058 Mangere Bridge Kindergarten carried out a Centre of Innovation research project explo... more From 20058 Mangere Bridge Kindergarten carried out a Centre of Innovation research project exploring the transition between early childhood education and school. Three teacher researchers, supported by two university research associates, developed and ...
Working theories, and disposition are key learning outcomes of New Zealand’s early childhood curr... more Working theories, and disposition are key learning outcomes of New Zealand’s early childhood curriculum Te Whāriki (Ministry of Education, 2017). In Te Whāriki working theories are described as “the evolving ideas and understandings that children develop as they use their existing knowledge to try to make sense of new experiences” (Ministry of Education, p.23). A number of projects have explored what this means in practice and the pedagogical approaches that help to explore, support and stretch children’s thinking. This presentation revisits the working theory lens to consider the surprising depth of young children’s ideas and ways to recognise and enhance creative and critical thinking
Realising Innovative Partnerships in Educational Research, 2017
The stereotypical image of the academic as a ‘mad professor’ who leads a solitary existence in th... more The stereotypical image of the academic as a ‘mad professor’ who leads a solitary existence in the confines of a cluttered, dingy office engrossed in his or her own world of philosophical thought is far from the realities of 21st century academic life. Tertiary organisations have long recognised the need to collaborate and network beyond the four walls in order to generate knowledge on a much grander scale.
This chapter examines transitions by looking closely at the border or threshold to be crossed bet... more This chapter examines transitions by looking closely at the border or threshold to be crossed between different educational contexts. We explore research fi ndings related to borderlands and bridges between the early childhood and school sectors, the ways in which these might be conceptualised in policy and the implications for practice for the professionals involved. The chapter also considers the child's pathway or learning journey traversing these borders, borderlands or bridges and discusses the place of rites of passage in this process.
Introduction This project is working with two early childhood services and two schools to investi... more Introduction This project is working with two early childhood services and two schools to investigate ways of enhancing children’s learning journeys from early childhood education into school, and to explore the impact of transition practices over time. The research is located in two different communities: one where there is an established ECE/ school partnership and one where the relationships will be developed through the project. Aims This project aims to address some of the current gaps in understanding regarding the transition to school, and the impact of transition practices on children’s learning. The study will explore a number of broad themes. These include: 1) Considering ways in which children’s learning journeys might be enhanced as they move from early childhood education into school. 2) Working with Māori whānau to explore what a successful transition might look like for Māori children and their families, and to develop strategies to enhance the transition to school fo...
This thesis explored the experiences of children and their families as the children started schoo... more This thesis explored the experiences of children and their families as the children started school at one Aotearoa/New Zealand primary school. The study followed the progress of seven case study children and their families, from the children's last months in early childhood education, when they were four-years-old, until the children were eight, and had been at school for three years. Their stories are nested within a broader framework, looking at the transition experiences of 16 other children and families. Using an interpretive methodology, interview and observation data were gathered from the children, their parents, their early childhood and new entrant teachers, and other relevant school personnel. This provided a 'rich description' of the year in which the children's transitions took place. A series of interviews over the four-year period captured the case study participants' ongoing experiences and reflections. An ecological framework was used to analyse t...
Making Things Count (Ministry of Education, 1999) is a teaching resource for early childhood educ... more Making Things Count (Ministry of Education, 1999) is a teaching resource for early childhood educators. This paper expands on the ideas in Making Things Count and is intended as a resource for teachers, parents and caregivers who want to understand and enhance young children's mathematical thinking It provides a framework for looking at children's mathematical thinking and explores why the development of a 'number sense' is so important. Annotated lists of books for children and further reading for adults are included, along with master copies of some games for young children. This is followed by a profile of a fictional early childhood centre where mathematical experiences occur as an integral and natural part of the daily programme. A summary of the early childhood teacher's role in providing mathematical experiences for children, and practical suggestions for mathematics in centres are presented at the end
This article focuses on human development in the early years, and the challenges for teachers and... more This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children's perspectives. The current interest in listening to children's voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their "voice" can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children's perspectives in research and education? To explore children's perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.
set Research Information for Teachers, Nov 1, 2003
And … FOR pRint SUBSCRiBERS OnLY set on CD!! Makes professional development easy! If you subscrib... more And … FOR pRint SUBSCRiBERS OnLY set on CD!! Makes professional development easy! If you subscribe to set (print) you can also buy the electronic version on CD ROM (3 CDs per year).
From [2005][2006][2007][2008] Mangere Bridge Kindergarten in New Zealand carried out a Centre of ... more From [2005][2006][2007][2008] Mangere Bridge Kindergarten in New Zealand carried out a Centre of Innovation research project exploring the transition between early childhood education and school. A flexible action research approach was used, with the three teacher researchers, supported by two university research associates, developing and researching a range of strategies for supporting children's learning as the children and their families 'crossed the border' from early childhood education to school. Many of these initiatives involved working closely with teachers in the local school setting. This paper focuses on one aspect of the findings, the ways in which the early childhood portfolios could be used to enhance children's learning during the transition to school. Portfolios were identified as a belonging and empowerment tool; a means for school teachers to access to children's funds of knowledge; playing a role in constructing a positive self-image about learning; and as valuable literacy artefacts. Full details of the project are provided in the final report, Hartley, Rogers, Smith, .
From 20058 Mangere Bridge Kindergarten carried out a Centre of Innovation research project explo... more From 20058 Mangere Bridge Kindergarten carried out a Centre of Innovation research project exploring the transition between early childhood education and school. Three teacher researchers, supported by two university research associates, developed and ...
Uploads
Papers by Sally Peters