Guides & References

Resources to support Kōwhiti Whakapae

Kaiako Guides

He māpuna te tamaiti - Supporting social and emotional competence in early learning

He Māpuna te Tamaiti is a resource designed for kaiako in early learning settings. It promotes proactive, intentional approaches to supporting the development of children's social and emotional competence. The book comes with a set of cards for use in daily practice and during professional learning conversations. 

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Te kōrerorero: Talking together

Talking together, Te kōrerorero is a suite of resources that promote effective teaching practices so that kaiako and teaching teams can strengthen how they support the oral language across children's language pathways. 

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Literacy kaiako guide 

This literacy kaiako guide provides a deeper dive into key areas of literacy in early childhood and complements Kōwhiti Whakapae. It includes 4 topics: Literacy within Te Whāriki; Emergent literacy; Creating a print-rich environment; and Using literacy for a range of purposes. 

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Maths kaiako guide 

This maths kaiako guide provides a deeper dive into maths learning in the early years and complements Kōwhiti Whakapae. Topics include: What is maths in the early years; Weaving the maths in Te Whāriki; Attitudes and dispositions; Rich resources for maths thinking; Community maths; Maths with infants and toddlers; and Joy with numbers. 

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Whānau Guides

Being together | He noho tahi - Social & emotional learning in the home 

He Noho Tahi - Being Together is a set of resource designed for whānau to foster their children's social and emotional learning in the home. This set includes videos, pamphlets and a poster in te reo Māori and English. 

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Hei kōrerorero ki te kāinga | Talking together - Learning in the home

This resource provides practical and effective tools to foster oral language development in the home environment. This set includes videos, pamphlets and a poster in a range of languages including te reo Māori and English. 

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Explore literacy together - Mā kōrua e tūhura te reo matatini 

Explore literacy together – Mā kōrua e Tūhura te Reo Matatini includes a video and pamphlet in te reo Māori and English to help parents and whānau to support literacy learning in the home. 

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Explore maths together – Mā kōrua e tūhura te pāngarau 

Explore maths together – Mā Kōrua e Tūhura te Pāngarau includes a video and pamphlet in te reo Māori and English to help parents and whānau support maths learning in the home.

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References

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Bigelow, K. M., Carta, J. J., Irvin, D. W., & Hemmeter, M. L. (2019). Teaching pyramid infant-toddler observation scale (TPITOS™) for infant-toddler classrooms. Paul H. Brookes.

Beneke, M. R., Newton, J. R., Vinh, M., Blanchard, S. B., & Kemp, P. (2019). Practicing inclusion, doing justice: Disability, identity, and belonging in early childhood. Zero to Three, 39(3), 26-34. Practicing Inclusion, Doing Justice: Disability, Identity, and Belonging in Early Childhood | ZERO TO THREE

National Scientific Council on the Developing Child (2004). Children’s emotional development is built into the architecture of their brains: Working paper No. 2. Children's Emotional Development Is Built into the Architecture of Their Brains - Center on the Developing Child at Harvard University

Clarke, L. R., McLaughlin, T. W., Aspden, K., & Riley, T. (2021). Supporting teaching practices to foster toddlers’ emotional literacy: A research note. NZ International Research in Early Childhood Education Journal, 23(1), 52-58. Supporting teaching practices to foster toddlers' emotional literacy | New Zealand International Research in Early Childhood Education (informit.org)

Clarke, L., McLaughlin, T., & Aspden, K. (2019). Promoting learning during toddlers’ peer conflicts: Teachers’ perspectives. Early Years: An International Research Journal, 39, 426-440.  https://doi.org/10.1080/09575146.2017.1384919

Cherrington, S., Cooper, K., & Shuker, M. (2021). Beyond invisibility: Early childhood teachers’ inclusion of rainbow families. Early Childhood Education Journal, 49(6)1099-1111.  https://doi.org/10.1007/s10643-020-01121-w

Church, A., & Bateman, A. (2019). Children’s right to participate: How can teachers extend child-initiated learning sequences? International Journal of Early Childhood, 51(3), 265-281.  https://doi.org/10.1007/s13158-019-00250-7 

Collie, R. J., Martin, A. J., & Frydenberg, E. (2017). Social and emotional learning: A brief overview and issues relevant to Australia and the Asia-Pacific. Social and Emotional Learning in Australia and the Asia-Pacific, 1-13.  https://doi.org/10.1007/978-981-10-3394-0_1

Davis, B., & Dunn, R. (2018). Making the personal visible: Emotion in the nursery. Early Child Development and Care, 188(7), 905-923. https://psycnet.apa.org/doi/10.1080/03004430.2018.1439487

Deans, J. (2016). Thinking, feeling and relating: Young children learning through dance. Australasian Journal of Early Childhood, 41(3) 46-57.  https://doi.org/10.1177/183693911604100307

Denham, S. A. (2006). Social-emotional competence as support for school readiness: What it is and how do we assess it? Early Education and Development, 17(1), 57-89.  https://doi.org/10.1207/s15566935eed1701_4

Denham, S. A. (2023). The development of emotional competence in young children. Guilford Press.

Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137-143.  https://doi.org/10.1007/s10643-012-0504-2

Denham, S. A., & Brown, C. (2010). “Plays nice with others”: Social-emotional learning and academic success. Early Education & Development, 21(5), 652-680.  https://doi.org/10.1080/10409289.2010.497450

Derman-Sparks, L., & Olsen Edwards, J. (2019). Understanding anti-bias education: Bringing the four core goals to every facet of your curriculum. Young Children, 74 (5), 6-12. Understanding Anti-Bias Education: Bringing the Four Core Goals to Every Facet of Your Curriculum | NAEYC

Degotardi, S., & Pearson, E. (2009). Relationship theory in the nursery: Attachment and beyond. Contemporary Issues in Early Childhood, 10(2), 144-155.  https://doi.org/10.2304/ciec.2009.10.2.144

Duley, L., McLaughlin, T., & Sewell, A. (2018). Using puppets to support children’s prosocial thinking and action: “What would we tell Pig and Frog to do?”. Early Childhood Folio, 22(2), 20-25. https://doi.org/10.18296/ecf.0055

Durie, M. (2004). Understanding health and illness: research at the interface between science and indigenous knowledge. International Journal of Epidemiology, 33(5), 1138-1143. https://doi.org/10.1093/ije/dyh250

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Durie, M. (n.d.). Māori health models: Te Whare Tapa Whā. New Zealand Ministry of Health.  https://www.health.govt.nz/our-work/populations/maori-health/maori-health-models/maori-health-models-te-whare-tapa-wha

Durlak, J. A., Domitrovich, C., Weissberg, R. P., & Gullotta, T. (2015). Handbook of social and emotional learning: Research and practice. Guilford Press.

Elliot, E., & Gonzalez-Mena, J. (2011). Babies’ self-regulation: Taking a broad perspective. Young Children, 66(1), 28-32.

Fox, L., Hemmeter, M. L., & Snyder, P. S. (2014). Teaching pyramid observation tool for preschool classrooms (TPOT). Paul H. Brookes.

Gehl, M., & Bohlander, A. H. (2018). Being present: Mindfulness in infant and toddler settings. Young Children, 73(1), 90-92. Rocking and Rolling. Being Present: Mindfulness in Infant and Toddler Settings | NAEYC           

Gillespie, L. (2015). It takes two: The role of co-regulation in building self-regulation skills. Young Children, 70(3), 94-96. YC0715 for NXTBOOK (naeyc.org)

Glasgow, A., & Rameka, L. (2017). Māori and Pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens. International Critical Childhood Policy Studies, 6(1), 80-95. https://hdl.handle.net/10289/11531

Goodman, A., Joshi, H., Nasim, B., & Tyler, C. (2015). Social and emotional skills in childhood and their long-term effects on adult life: A review for the Early Intervention Foundation. UCL Institute of Education, University College London. 

Guo, K. (2017). Immigrant children in the context of multicultural early childhood education. Journal of Cultural Diversity, 24(1), 13-19.

Herrmann, Z., (2021). Supporting resilience in ECE: Strategies for teachers. He Kupu,6(4), 20-31. 05 Herrman.pdf (hekupu.ac.nz)

Jackson, J.C., Watts, J., Henry, T.R., List, J.M., Forkel, R., Mucha, P.J., Greenhill, S.J., Gray, R.D., & Lindquist, K.A. (2019). Emotion semantics show both cultural variation and universal structure. Science, 366, 1517-1522. https://doi.org/10.1126/science.aaw8160

Kelly-Ware, J. (2018). The influence of Frozen: Young children, performative gender, and popular culture. Early Childhood Folio, 22(2) 3–7. https://doi.org/10.18296/ecf.0052

Knauf, H. (2019). Physical environments of early childhood education centres: Facilitating and inhibiting factors supporting children’s participation. International Journal of Early Childhood, 51(3), 355-372.  https://doi.org/10.1007/s13158-019-00254-3

Kurki, K., Järvenoja, H., Järvelä, S., & Mykkänen, A. (2016). How teachers co-regulate children’s emotions and behaviour in socio-emotionally challenging situations in day-care settings. International Journal of Educational Research, 76, 76–88. (PDF) How teachers co-regulate children’s emotions and behaviour in socio-emotionally challenging situations in day-care settings | Hanna Järvenoja - Academia.edu

Lagi, R., & Armstrong, D. (2017). The integration of social and emotional learning and traditional knowledge approaches to learning and education in the Pacific. In E. Frydenberg, A.J. Martin, R.J. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific (pp. 253-271). Springer.  https://doi.org/10.1007/978-981-10-3394-0_14

Lee, S., Adair, J. K., Payne, K.A., & Barry, D. (2022). Revisioning fairness as social justice in early childhood education. Early Childhood Education Journal, 50, 1083–1095.  https://doi.org/10.1007/s10643-021-01233-x

Lewis, B. (2022). How literacy resources contribute to a gender inclusive classroom. Kairaranga, 23(1), 35-49. https://doi.org/10.54322/kairaranga.v23i1.274

Luafutu-Simpson, P. (2011). Exploring the teaching of effective approaches for assessing young Samoan children’s learning in early childhood centres: Developing an authentic Samoan lens. Ako Aotearoa.  RESEARCH REPORT | Exploring the Teaching of Effective Approaches for Assessing Young Samoan Children’s Learning in Early Childhood Centres: Developing An Authentic Samoan Lens (ako.ac.nz)

Macfarlane, A. H., Macfarlane, S., Graham, J., & Clarke, T. H. (2017). Social and emotional learning and Indigenous ideologies in Aotearoa New Zealand: A biaxial blend. In Frydenberg, E., Martin, A., Collie, R. (Eds.), Social and emotional learning in Australia and the Asia-Pacific (pp. 273-289). Springer.  https://doi.org/10.1007/978-981-10-3394-0_15

Mackey, G., & de Vocht-van Alphen, L. (2016). Teachers explore how to support young children’s agency for social justice. International Journal of Early Childhood, 48(3), 353-367.  https://doi.org/10.1007/s13158-016-0175-z

Matapo, J. (2021). Mobilising Pacific Indigenous knowledges to reconceptualise a sustainable future: A Pasifika early childhood education perspective.  Asia-Pacific Journal of Research in Early Childhood Education, 15(1). 45-63. Asia-Pacific journal of research in early childhood education (pecerajournal.com)

McLaughlin, T., Aspden, K., & Clarke, L. (2017). How do teachers support children’s social emotional competence: Strategies for teachers. New Zealand Council for Educational Research: Early Childhood Folio, 21(2), 21-27. ECF2017_2_021_0.pdf (nzcer.org.nz)

Ministry of Education. (1996). Te whāriki: He whāriki mō ngā mokopuna o Aotearoa. Early Childhood Curriculum. Learning Media.

Ministry of Education. (2017). Te whāriki: He whāriki mō ngā mokopuna o Aotearoa. Early Childhood Curriculum. Ministry of Education.

Ministry of Education. (2019). He māpuna te tamaiti: Supporting social-emotional competence in early learning. Ministry of Education.

Ministry of Education. (2020). Relationships and sexuality education: A guide for teachers, leaders, and boards of trustees. Ministry of Education.

Moffat., T. (2022). The beauty of universal design for learning (UDL) and why everyone in early childhood education and intervention should be using it. Kairaranga, 23(1), 66-73. https://doi.org/10.54322/kairaranga.v23i1.281

Morgan, K., & Kelly-Ware, J. (2016). You have to start with something: Picture books to promote understandings of queer cultures, gender, and family diversity. Early Childhood Folio, 20(1), 3–8. http://dx.doi.org/10.18296/ecf.0016

Morgan, K., & Surtees, N. (2022). “I can be a girl if I want to”: Supporting or silencing children’s working theories during counter-heteronormative picturebook sessions in early childhood education. Waikato Journal of Education, 27(1), 133–146. https://doi.org/10.15663/wje.v26i1.893

Neha, T., Reese, E., Schaughency, E., & Taumoepeau, M. (2020). The role of whānau (New Zealand Māori families) for Māori children’s early learning. Developmental Psychology, 56(8), 1518-1531.  http://dx.doi.org/10.1037/dev0000835

Nicolson, S. (2019). Identifying and supporting children through life changes. He Kupu, 6(1), 11-14. Identifying and supporting children through life changes | He kupu

Nikolajeva, M. (2013). Picturebooks and emotional literacy. The Reading Teacher, 67(4), 249-254.  https://doi.org/10.1002/TRTR.1229

Rameka, L. K. (2015). Te Ira Atua: The spiritual spark of the child. He Kupu, 4(2), 82-92. Te Ira Atua: The spiritual spark of the child | He kupu

Rimoni, F., Glasgow, A., & Averill, R. (2022). Pacific educators speak: Valuing our values. New Zealand Council for Educational Research.

Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6(1), 111-135.

Rosanbalm, K.D., & Murray, D.W. (2017). Caregiver co-regulation across development: A practice brief. OPRE brief #2017-80. Administration for Children and Families, US. Department of Health and Human Services. Co-Regulation From Birth Through Young Adulthood: A Practice Brief (unc.edu)

Stark, R., Gordon-Burns, D., Purdue, K., Rarere-Briggs, B., & Turnock, K. (2011). Other parents’ perceptions of disability and inclusion in early childhood education: Implications for the teachers’ role in creating inclusive communities. He Kupu, 2(4), 4-18. Other parents’ perceptions of disability and inclusion in early childhood education: Implications for the teachers’ role in creating inclusive communities | He kupu  

Tagoilelagi-Leota, S. F., & Utumapu-McBride, T. (Eds.). (2013). O pelega o fanau: Treasuring children. AUT University.

Tauoma, J., Tapusoa, E., Vili, M., & Stanley, A., (2020).  A leai se gagana, ua leai se aganu‘u, a leai se aganu‘u ona po lea o le nu‘u. Early Education, 66, 3-10. A leai se gagana, ua leai se aganu‘u, a leai se aganu‘u ona po lea o le nu‘u | Early Education Journal (eej.ac.nz)

Thompson, R.A. (2009). Doing what doesn’t come naturally: The development of self-regulation. Zero to Three, 30(2), 33-39. untitled (ucdavis.edu)

Thynne, A., (2021).  Building resilience: A multifaceted set of skills and attitudes. He Kupu, 6(4), 6-11. Building resilience: A multifaceted set of skills and attitudes | He kupu

Toso, V. M. (2011). Reconceptualising spirituality as a philosophy of practice for Pasifika early childhood education in New Zealand: A Samoan Perspective. Pacific-Asian Education Journal, 23(2), 129-138.

Ulloa, M., Evans, I. M., & Parkes, F. (2010). Teaching to care: Emotional interactions between preschool children and their teachers. New Zealand Research in ECE Journal, 13, 145-156.

Waters, M., Thomson, K., Hosie, T., Bargh, K., Berry, S., McLaughlin, T., & Wray, L. (2021). I am strong in mind, heart, and body and we are all connected; ki te kaha ahau me whakairo, me ngākau, me tinana, he wairua tatou katoa. Early Education, 67, 55-63. I am strong in mind, heart, and body and we are all connected; : ki te kaha ahau me whakairo, me ngākau, me tinana, he wairua tatou katoa | Early Education Journal (eej.ac.nz)

Watson, R., (2020). It’s Time to Talk. An Agentic Approach to Eliciting Social Communication in Learners with Autism. Kairaranga, 21(1), 29-35. EJ1318804.pdf (ed.gov)

Webster-Stratton, C. (1999). How to promote young children’s social and emotional competence. Sage.

Webster-Stratton, C. (2012). Incredible teachers: Nurturing children’s social, emotional and academic competence. Incredible Years Inc.

Wittmer, D. (2012). The wonder and complexity of infant and toddler peer relationships. Young Children, 67(4), 16-25. 85350244.pdf (cuny.edu)

Zakin, A. (2012). Hand to hand: Teaching tolerance and social justice one child at a time. Childhood Education, 88(1), 3-13. https://doi.org/10.1080/00094056.2012.643709

Acar, S., Pinar-Irmak, O., & Stone-MacDonald, A. (2024). Scoping review of linguistically responsive practices for young children who are refugees. Topics in Early Childhood Special Education, 44(1), 33–44.  https://orcid.org/0000-0002-9111-5553

Australia Education Research Organisation (June 2023). Early childhood learning trajectories: Language and communication. AERO Practice guide – Language and communication – Early Childhood Learning Trajectories (edresearch.edu.au)

Bayldon, H., Clendon, S., & Doell, E. (2021). Shared storybook intervention for children with complex physical, cognitive and sensory needs who use partner-assisted scanning. International Journal of Disability, Development and Education. https://doi.org/10.1080/1034912X.2021.1913719

Beatty, L., Acar, S., & Cheatham, G.A., (2021). Translanguaging in inclusive classrooms. Young Exceptional Children, 24(3), 154-169. https://doi.org/10.1177/10962506211002536   

Boudreau, E. (2021). Tracing the roots of language and literacy. A new study emphasizes the importance of the first year of life for long term language and literacy development. https://www.gse.harvard.edu/ideas/usable-knowledge/21/06/tracing-roots-language-and-literacy 

Bracefield, C. (2018). Looking back to move forward: Supporting second language learning in Aotearoa New Zealand. He Kupu: The Word, 5(4), 60-68.  Looking back to move forward: Supporting second language learning in Aotearoa New Zealand | He kupu

Bradford, H., & Wyse, D. (2022). Two-year-old and three-year-old children’s writing: the contradictions of children’s and adults’ conceptualisations, Early Years, 42(3), 293-309.  https://doi.org/10.1080/09575146.2020.1736519 

Brown, M.I., Westerveld, M.F., Trembath, D., & Gillon G.T. (2018). Promoting language and social communication development in babies through an early storybook reading intervention. International Journal of Speech-Language Pathology 20(3): 337-349.  https://doi.org/10.1080/17549507.2017.1406988   

Campbell, S. (2020). Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices.  Journal of Early Childhood Literacy, 20(4), 783–814. https://doi.org/10.1177/1468798418791001 

Catlett, C. (2022). Supporting representation of the many identities of children and families. Division for Early Childhood of the Council for Exceptional Children. https://www.dec-sped.org/resourcessupportpractice

Center on the Developing Child at Harvard University (2022). A guide to serve and return: How your interaction with children can build brainshttps://developingchild.harvard.edu/guide/a-guide-to-serve-and-return-how-your-interaction-with-children-can-build-brains/ 

Cowley, J. (2018). The power of story: A New Zealand Book Council lecture. New Zealand Book Council, Te Kaunihera Pukapuka o Aotearoa. Annual Pānui / Lecture • Read NZ Te Pou Muramura (read-nz.org)

Csillik, É. & Golubeva, I. (2020). Translanguaging practices in early childhood classrooms from an intercultural perspective. In C. Huertas-Abril & M. Gómez-Parra (Eds.), International Perspectives on Modern Developments in Early Childhood Education (pp. 15-39). IGI Global. https://doi.org/10.4018/978-1-7998-2503-6.ch002

Cummins, J. (2019). The emergence of translanguaging pedagogy: A dialogue between theory and practice. Journal of Multilingual Education Research, 9(13), 19-36. https://fordham.bepress.com/jmer/vol9/iss1/13

Daly, N., & Kelly-Ware J. (2022). Editorial: Striving for social justice: The power that picturebooks have to counter inequitable cultural hegemony. Waikato Journal of Education, 27(1), 1–4.  https://doi.org/10.15663/wje.v26i1.970 

Derby, M. (2021). Exploring the effects of a home-based literacy intervention on the family literacy practices of Māori preschool children. Australian Journal of Language and Literacy, 44(3), 48-59.  https://doi.org/10.1007/BF03652080 

Education Review Office (2011). Literacy in early childhood services: Teaching and learning. Wellington: Education Review Office. https://ero.govt.nz/sites/default/files/2021-05/Literacy-in-Early-Childhood-Services-Teaching-and-Learning-February-2011.pdf.

Foe, C., Kelly-Ware, J., & Daly, N. (2022). Supporting language, culture, and identity using Pacific picturebooks. Early Childhood Folio, 26(1). https://doi.org/10.18296/ecf.1102 

García O., & Kleifgen, J.A. (2019). Translanguaging and literacies. Reading Research Quarterly, 55(4), 553–571. https://doi.org/10.1002/rrq.286 

Gillon G.T. (2017). Phonological awareness: From research to practice (2nd ed.). New York: Guilford Press. Phonological Awareness: Second Edition: From Research to Practice (guilford.com)

Gillon, G., McNeill B.C., Scott, A., Denston, A., Wilson, L., Carson, K., & Macfarlane, A. (2019). A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school. Reading and Writing, 32, 1989–2012. https://doi.org/10.1007/s11145-018-9933-7

Gillon, G., McNeill, B., Scott, A., Arrow, A., Megan Gath, M., & Macfarlane, A. (2023). A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework. Reading and Writing, 36, 565–59. https://doi.org/10.1007/s11145-022-10303-4 

Gillon, G.T., & Macfarlane, A.H. (2017). A culturally responsive framework for enhancing phonological awareness development in children with speech and language impairment. Speech, Language and Hearing 20(3), 163-173. https://doi.org/10.1080/2050571X.2016.1265738 

Gutiérrez, S.N. (nd). Translanguaging in ECEhttps://www.translanguaginginece.com/

Hill. S. (2021). Developing early literacy: Assessment and teaching (3rd ed.). South Yarra: Eleanor Curtain Publishing.

Justice, L.M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth? Early Childhood Research Quarterly, 42, 79-92. https://doi.org/10.1016/j.ecresq.2017.09.003 

Kim, H.M., Schluter, P.J., McNeill, B., Everatt, J., Sisk, R., Iusitini, L., Taleni, L.T., Tautolo, E.S., & Gillon, G. (2019). Integrating health, education and culture in predicting Pacific children's English receptive vocabulary at 6 years: A classification tree approach. Journal of Paediatrics and Child Health, 55(10), 1251-1260. https://doi.org/10.1111/jpc.14397  

Kim, S.J., & Hachey, A.C. (2021). Engaging preschoolers with critical literacy through counter-storytelling: A qualitative case study. Early Childhood Education, 49, 633–646. https://doi.org/10.1007/s10643-020-01089-7

Mara, D. & Burgess, F. (2007). O le ulua`i faitautusi ma le tusitusi: O a`oa’oga maoa`e ma lona a`oa`oina i a’oga amata a le Pasifika. Early literacy: Quality teaching and learning in Pasifika early childhood education. Wellington, NZ: New Zealand Council for Educational Research. Title page head (nzcer.org.nz)

McDowall, S. (2015). Literacy research that matters. A review of the school sector and ECE literacy projects. Wellington, New Zealand: New Zealand Council for Educational Research. Literacy research that matters. A review of the school sector and ECE literacy projects | New Zealand Council for Educational Research (nzcer.org.nz)  

McLachlan, C. (2021). The essential skills and understandings children need for lifelong literacy success. Education Hub. 14 July 2021. The essential skills and understandings children need for lifelong literacy success - THE EDUCATION HUB

McLachlan, C. (2021). Fostering literacy in early years settings. Online webinar. The Education Hub. Fostering literacy in early years settings - THE EDUCATION HUB

McLachlan, C. (2021). Multiliteracies in early childhood education. Oxford bibliographies. DOI: 10.1093/OBO/9780199756810-0268  

McLachlan, C., Nicholson, T., Fielding-Barnsley, R., Mercer, L. & Ohi, S. (2013). Literacy in early childhood and primary education. Issues, challenges and solutions. Melbourne, Vic Cambridge University Press.

McNaughton, S. (2020). The literacy landscape in Aotearoa New Zealand. Office of the Prime Minister’s Chief Science Advisor. Kaitohutohu Mātanga Pūtaiao Matua kit e Pirimia. REPORT: The literacy landscape in Aotearoa New Zealand - August 2020 - Office of the Prime Minister's Chief Science Advisor (dpmc.govt.nz).

McNaughton, S., Gluckman, P., Poulton, R., Lambie, I., & Potter, J. (2018). Briefing Paper to Secretary of Education. Children in the preschool years: areas of development and implications for measurement. Office of Prime Minister.

Ministry of Education (2021). Kaiako support material. Pacific dual-language books for early learning. Support materials for Pacific dual language books (education.govt.nz)

Ministry of Education (2024). Inclusive Education: Support expressive language. support-expressive-language-2078.pdf   

Ministry of Education. (2020). Talking Together. Te Kōrerorero. Wellington: Ministry of Education. 

National Early Literacy Panel. (2008). Developing early literacy: Report of the National early literacy panel. A scientific synthesis of early literacy development and implications for intervention. National Institute for Literacy. Developing Early Literacy: Report of the National Early Literacy Panel (ed.gov)

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Factsheet

Briefly explains Kōwhiti Whakapae and the three areas of learning (Social & Emotional, Oral Language & Literacy, and Maths).

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