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Early Years Research Centre Publications

Explore a wealth of research publications from the Early Years Research Centre. Gain valuable insights into child development, education practices, and fostering well-being in the early years

Early Years Research Centre

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2023

2022

  • . The impact of COVID-19 on early childhood education and care: International perspectives, challenges, and responses (pp. 475鈥�492). Ilari, B., Huisman Koops, L., Andang鈥檕, E., Bautista, A., Dean, B., Madalozzo, V., Madalozzo, T., Palmer, K., & Yi, G. (2022). In J. Pattnaik & M. Renck Jalongo (Eds.), Springer International Publishing. DOI: 0.1007/978-3-030-96977-6_24
  • . Bateman A, & Cekaite A. (2022). International Journal of Early Years Education, 30(1), 55鈥�70.  DOI: 10.1080/09669760.2022.2029365
  • . Karamercan, O., Matapo, J,. Kamenarac, O., Fa鈥檃vae, D. T. M., Arndt ,S., Irwine, R., Kruger, F., Mika, C., Bassidou, M. Y. A., Tesar, M., & Del Monte, P. (2022). Educational Philosophy and Theory. DOI: 10.1080/00131857.2022.2041412

2021

  • Mitchell L. (2021). Early childhood education in Aotearoa New Zealand. Oxford Biologies. 
  • Rameka, L., Ham, R., & Mitchell, L. (2021). P艒whiri: The ritual of encounter. Contemporary Issues in Early Childhood.
  • Mitchell, L., & Cowie, B. (2021). A sensory landscape of place as an invitation to belonging in early childhood settings. Early Childhood Folio, 25(1), 3鈥�8.
  • Mitchell, L. (2021). Early childhood education in Aotearoa in a post-Covid world. The New Zealand Annual Review of Education, 25, 39鈥�56.
  • Mitchell, L., & Kamenarac, O. (2021). Refugee children and families鈥� positioning within resettlement and early childhood education policies in Aotearoa New Zealand. K艒tuitui: New Zealand Journal of Social Sciences Online,&苍产蝉辫;1鈥�18.
  • Kelly, J., Foe ,C., & Daly, N. (2021). Exploring Pacific Picturebooks to support the language, culture and identity of Pasifika children. A summer scholar鈥檚 perspective. Literacy Forum NZ, 36(2), 29鈥�39. PDF
  • Rameka, L., Ham, R., & Mitchell, L. (2021). P艒whiri: The ritual of encounter. Contemporary Issues in Early Childhood.
  • Rameka, L., & Stagg Peterson, S. (2021). Sustaining Indigenous languages and cultures: M膩ori medium education in Aotearoa New Zealand and Aboriginal Head Start in Canada. Kotuitui, 16(2), 307鈥�322.
  • Kamenarac, O. (2021). Business managers in children鈥檚 playground鈥�: Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand. Contemporary Issues in Early Childhood, 1鈥�13.
  • Kamenarac, O. (2021). Problematising constructions of 鈥榚xpert teachers鈥� and 鈥榲ulnerable children鈥� in New Zealand Early Childhood. International Journal of Early Years Education, 1鈥�16.

2020

  • Mitchell, L. (2020). Community involvement and public engagement in early childhood education (New Zealand). In C. Mutch & M. Waniganayake (Eds.), Bloomsbury Education and Childhood Studies (鈥�). Bloomsbury.
  • Mitchell, L. (2020). Transforming early childhood education. Dreams and hope in Aotearoa New Zealand. In M. Vandenbroeck (Eds.), Revisiting Paulo Freire's pedagogy of the oppresses. Issues and Challenges in Early Childhood Education ( pp.166鈥�185). Routledge.
  • Kelly-Ware, J, & Lyall, M. (2020). Gender matters in early childhood education. In A.C. Gunn, N. Surtees, D, Gordon-Burns, & K. Purdue (Eds.), Te Aot奴roa T膩kaki: Inclusive early childhood education. Perspective on inclusion, social justice, and equity from Aotearoa New Zealand (pp. 177鈥�195). NZCER.
  • Areljung, S, & Kelly, J. (2020). The risks of reification: using 鈥榩rofessional risk鈥� to understand why and how teachers choose to 鈥巇ocument (some of) children鈥檚 ideas and actions. In M. Alasuutari, H. Kelle, & H. Knauf (Eds.), Documentation in institutional contexts of early childhood. Normalisation, participation and professionalism (pp. 187鈥�204). Springer Nature.
  • Young, S., & Dean, B. (2020). Children learning to sing in everyday family life in minority world homes. In H. Gudmundsdottir, C. Beynon, K. Ludke, & A. Cohen (Eds.), The Routledge companion to interdisciplinary studies in singing (Vol. 11). Routledge.
  • Mitchell, L.,  Meagher-Lundberg, C.W. & Wells, C. (2020). Impact of Covid-19 on the early childhood education sector in Aotearoa New Zealand Report 2: Interviews with managers. Wilf Malcolm Institute of Educational Research, 糖心TV. PDF
  • Impact of Covid-19 on the early childhood education sector in Aotearoa New Zealand: Challenges and opportunities. Initial findings from a survey of managers. Mitchell, L., Hodgen, E., Meagher Lundberg, P., & Wells, C. (2020). Wilf Malcolm Institute of Educational Research.
  • Mitchell, L. (2020). Turning the tide on private profit-focused provision In early childhood education. The New Zealand Annual Review of Education, 24, 75鈥�75.
  • Mitchell, L., & Khoo, E. (2020). Comment. Early Childhood Folio, 24(1), 1鈥�2.
  • Bateman, A. (2020). Young children's affective stance through embodied displays of emotion during tellings. Text and Talk, 40(5).
  • Carr, M., Clarkin-Phillips, J., Earl Rinehart, K., Edwards, F., & Ferrier-Kerr, J. (2020). Writing group commitment and caring: teacher educators talk about identities and agency in the Third Space of a writing group. Teacher Development, 24(5), 669鈥�687.
  • McChesney, K., & Clarkin-Phillips, J. (2020). Space speaks: A portrait of an early childhood centre and the affordances  provided by the learning environment. Early Childhood Folio, 24(2), 26鈥�34.
  • Terrini, L., Danko McGhee, K., Denee, R., Lindsay, G., Johnston, M,. Brooks, M., Lee, C., Pohio, L., Kelly, J., & Richards, R. (2020). Thinking outside the lines: Colouring-in books, templates and worksheets. ecARTnz, 19(), 1鈥�6.
  • Kelly, J. (2020). A bit of STEAM. ecARTnz Special Issue.
  • Rathore, D., Eames, C., & Kelly-Ware, J. (2020). Indian teachers and environmental identity in Aotearoa New Zealand early childhood education. Teachers and Curriculum, 20(1), 13鈥�21.
  • Treweek, J., & Kelly-Ware, J. (2020). 鈥淏ut I had it first!鈥� Young children, possession, and social problem solving. Early Childhood Folio, 24(2), 21鈥�25.
  • Kelly, J. (2020). Socially relevant curriculum: Cultural otherness, racism and religion. New Zealand Journal of Teachers鈥� Work, 17(1 & 2), 10鈥�26. https://doi.org/10.24135/teacherswork.v17i1%20&%202.300
  • Peters, M. A., White, J. E., Tesar, M., Gibbons, A., Arndt, S., Rutanen, N., Degotardi, S., Salamon, A., Browne, K., Redder, B., Charteris, J., Gould, K., Warren, A., Delaune, A., Kamenarac, O., Hood, N., 7 Sturm, S. (2020). Infantologies. An EPAT collective writing project. Educational Philosophy and Theory.
  • Dean, B. (2020). Spontaneous singing in early childhood: An examination of young children鈥檚 singing at home. Research Studies in Music Education, 43(3), 434鈥�450.
  • Dean, B. (2020). Young children, solitude and singing: Self-directed singing and personal agency in three- and four-year-old children at home. Early Child Development and Care, 191(12), 1858鈥�. 1870.
  • Church, A., & Bateman, A. (2020). Conversation analytic role-play method (CARM) for early childhood teacher education. Teacher Development, 24(5), 652鈥�668.
  • Derby, M., Macfarlane, A., & Gillon, G. (2020). Literacy and Child Wellbeing: Exploring the Efficacy of a Home-Based Literacy Intervention on Children鈥檚 Foundational Literacy Skills. Journal of Early Childhood Literacy, 0(0), 1-25
  • Schaughency, E., Riordan, J., Reese, E., Derby, M., & Gillon, G. (2020). Developing a community-based oral language preventive intervention: Exploring feasibility and social validity for families affected by the Canterbury Earthquakes. Infants and Young Children, 33(3), 195-218.

2019

  • Mitchell L. (2019). Democratic policies and practices in early childhood education: An Aotearoa New Zealand case study. Springer. 
  • Mitchell, L. (2019). The politics of future direction: A political polemic. In S. Middleton & H. May (Eds.), For women and children: A tribute to Geraldine McDonald (pp. 140鈥�148). NZCER Press.
  • Mitchell, L. (2019). Weaving a curriculum. In L.Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and development (pp. 65鈥�85). Springer.
  • Mitchell, L. (2019). Influencing policy change through collective action. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 109鈥�124). Springer.
  • Mitchell, L. (2019). Policy frameworks and democratic participation. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (125鈥�143). Springer.
  • Mitchell, L. (2019). Traditions of democracy in education. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 45鈥�63). Springer.
  • Mitchell, L. (2019). Aotearoa New Zealand within global trends in ECEC policy. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 17鈥�43). Springer.
  • Mitchell, L. (2019). Introduction. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 1鈥�16). Springer.
  • Mitchell L. (2019). Conclusion. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 145鈥�165). Springer.
  • Mitchell L. (2019). Assessment and pedagogical documentation. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 87鈥�107). Springer.
  • Dean B. (2019). Spontaneous singing and musical agency in the everyday home lives of three- and four-year-old children. In S. Young S & B Ilari (Eds.), Music in early childhood: Multi-disciplinary perspectives and inter-disciplinary exchanges (pp. 103鈥�118). Springer. 
  • Archard, S., Archard, S., Arndt, S., Cowie, B., Carr, M., Clarkin-Phillips, J., Karmenerac, O., Kahuroa, R., Kelly, J.,  Mitchell, L., Rameka, L., & Peters, S. (2019). Early Years Research Centre submission on Strategic Plan for Early Learning 2019鈥�2029. Wilf Malcolm Institute of Educational Research. 
  • Mitchell, L., Clarkin-Phillips, J,. Archard, S., Arndt, S., & Taylor, M. (2019). What do they do all day? Exploring the complexity of early childhood teachers鈥� work. Early Childhood Folio Online First, 23(1), 1鈥�7.
  • Bond, L., Brown, J., Hutchings, J., & Peters, S. (2019). A collaborative approach to transitions in Dannevirke. Early childhood folio, 23(2), 18鈥�23.
  • Peters, S. (2019). Working together effectively. Ako, The Community Issue (Winter), 7鈥�7. 
  • Reese, E., Gunn, A., Bateman, A., & Carr, M. (2019). Teacher-child talk about learning stories in New Zealand: A strategy for eliciting children鈥檚 complex language. Early Years, 41(5), 506鈥�521.
  • Bateman, A., & Robinson, P. (2019). The Christchurch earthquake: Lessons from the real-life experiences of early childhood teachers: Special issue: 鈥楶reparing early childhood teachers to assist children who are caught in disasters鈥�. Journal of Early Childhood Teacher Education, 41(4), 325鈥�337.
  • Mitchell, L., Clarkin-Phillips, J., Archard, S., Arndt, S., & Taylor, M. (2019). What do they do all day? Exploring the complexity of early childhood teachers鈥� work. Early Childhood Folio Online First, 23(1), 1鈥�7.
  • Clarkin-Phillips, J. (2019). Leadership in ECE: A conversation with Professor Margaret Car. Journal of Educational Leadership, Policy and Practice, 33(1), 82鈥�85.
  • Clarkin-Phillips, J., & Michele, M. (2019). Editorial. Journal of Educational Leadership, Policy and Practice, 33(1), 1鈥�4.
  • Kelly, J. (2019). An 鈥榦pen letter to teachers鈥�. Teachers and Curriculum, 19(1), 55鈥�60.
  • Kelly-Ware, J. P. (2019). Position and perspective: Research connections and tensions in a kindergarten community. The Ethnographic Edge, 3(1), 7鈥�7.
  • Kelly, J,. & Daly, N. (2019). Using Picturebook illustrations to help young children understand diversity. International Art in Early Childhood Research Journal, 1(1), 1鈥�11. 
  • Kelly, J. (2019). An "open letter to teachers". Early Childhood Folio, 23(2), 14鈥�17.
  • Kamenarac, O. (2019). The Aotearoa New Zealand early childhood education and care: A collaborative and democratic space and place for all members of the learning community. Krugovi Detinjstva, 7, 7鈥�20.
  • Church, A, & Bateman, A. (2019). Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education. Journal of Pragmatics, 143, 242鈥�254.
  • Church, A., & Bateman, A. (2019). Children鈥檚 right to participate: How can teachers extend child-initiated learning sequences? International Journal of Early Childhood, 51(3), 265鈥�281.
  • Kamenarac, O. (2019). Who am I as an early childhood teacher? Who would I like to be? Early Childhood Folio, 23(1), 10鈥�15.

2018

  • Mitchell L, Furness J, Cowie B, Taylor M. (2018). Family and community partnerships in education. In  (Eds.), Oxford Bibliographies (鈥�). Oxford University Press. 
  • Peters S, Davis K, McKenzie R. (2018). Children鈥檚 working theories as curriculum outcomes. In Trevarthen C, Delafield-Butt J, Dunlop A-W (Eds.), The Child's Curriculum Working with the Natural Values of Young Children (296鈥�310). Oxford University Press.
  • Press, F., Woodrow, C., Logan, H., & Mitchell, L. (2018). Can we belong in a neo-liberal world? Neo-liberalism in early childhood education and care policy in Australia and New Zealand. Contemporary Issues in Early Childhood, 19(4), 328鈥�339.
  • Bateman, A. (2018). Ventriloquism as early literacy practice: making meaning in pretend play. Early Years, 38(1), 68鈥�85.
  • Mitchell, L., & Bateman, A. (2018). Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 19(4), 379鈥�391.
  • Peters, S. (2018). Exploring new approaches to pathways from early childhood education to school. Early Childhood Folio, 22(1), 21鈥�26.
  • Clarkin鈥揚hillips, J., Carr, M., Thomas, R., Tinning, A., & Waitai, M. (2018). Fostering the artistic and imaginative capacities of young children: Case study report from a visit to a museum. International Journal of Early Childhood, 50, 33鈥�46.
  • Clarkin-Phillips, J., & Morrison, M. (2018). Editorial Leading in the early years鈥揥ho leads and how? Journal of Educational Leadership Policy and Practice, 33(1), 1鈥�4. PDF
  • Kelly-Ware, J. (2018). The influence of frozen young children, performative gender, and popular culture. Early Childhood Education Journal, 22(2), 3鈥�7.
  • Stuart, M. J., & Rameka, L. K. (2018). Prismatic storying: Making visible multi coloured codes. Knowledge Cultures, 6(1), 79鈥�96.
  • Madsen, S. S., Thorvaldsen, S., & Archard, S. (2018). Teacher educators鈥� perceptions of working with digital technologies. Nordic Journal of Digital Literacy, 13(3), 177鈥�196. 
  • Batman, A., & Waters, J. (2018). Risk-taking in the New Zealand Bush: Issues of resilience and wellbeing. Asia-Pacific Journal of Research in Early Childhood Education, 12(2), 7鈥�29.
  • Clarkin-Phillips, J. (2018). Explicit pedagogy for transforming habitus: Early childhood teachers as mediators of affordances for parents. New Zealand Journal of Educational Studies, 53(1), 83鈥�99.
  • Mitchell, L., Wong, S., & Rameka, L. (2018). Editorial. Contemporary Issues in Early Childhood, 19(4), 325鈥�327.
  • Carr, M., Clarkin-Phillips, J., Soutar, B., Clayton, L., Wipaki, M,. Wipaki-Hawkins, R., Cowie, B., & Gardner, S. (2018). Young children visiting museums: Exhibits, children and teachers co-author the journey. Children's Geographies, 16(5), 558鈥�570.
  • Derby, M. (2018). 鈥楬鈥� is for Human Right: An Exploration of Literacy as a Key Contributor to Indigenous Self-Determination, Kairaranga, 19(2), 45-52.

2017

  • Mitchell, L., Bateman, A. J., Gerrity ,R., & Myint, H. (2017). Bridging transitions through cultural understanding and identity. In  N. Ballam, B. Perry B., & A. Garpelin (Eds.), Pedagogies of educational transitions European and antipodean research (pp. 29鈥�42). Springer.
  • Peters, S. A., & Sandberg, G. (2017). Borderlands, bridges and rights of passage. In N. Ballam, B. Perry, & A. Garpelin (Eds.), Pedagogies of educational transitions European and antipodean research (pp. 223鈥�237). Springer. 
  • Dockett, S,. Perry, B., Garpelin, A., Einarsd贸ttir, J, Peters, S. A, & Dunlop, A. (2017). Pedagogies of educational transition: Current emphases and future directions. In  N. Ballam, B. Perry B., &  A. Garpelin (Eds.), Pedagogies of educational transitions (pp. 275鈥�292). Springer International Publishing. 
  • Ballam, N., Peters, S., & Paki, V. (2017). An international tertiary research partnership: Pedagogies of educational transitions. In R. McNae & B. Cowie (Eds.), Realising innovative partnerships in educational research (pp. 279鈥�290). Sense Publishers.
  • Peters, S., & Sandberg, G. (2017). Borderlands, bridges and rites of passage. In  N. Ballam, B. Perry B., & A. Garpelin (Eds.), International perspectives on early childhood education and development (pp. 223鈥�237). Springer. 
  • Mitchell, L., Bateman, A. J., Gerrity, R., & Myint, H. (2017). Bridging transitions through cultural understanding and identity. In  N. Ballam, B. Perry B., & A. Garpelin (Eds.), Pedagogies of educational transitions European and antipodean research (pp. 29鈥�42). Springer.
  • Bateman, A., & Church, A. (2017). Children鈥檚  knowledge-in-interaction: An introduction. In A. Bateman &  A. Church (Eds.), Children鈥檚 knowledge-in-interaction studies in conversation analysis (pp. 1鈥�12). Springer. https://doi,org/10.1007/978-981-10-1703-2_1
  • Bateman, A., & Carr, M. (2017). Pursuing a telling: Managing a multi-unit turn in children鈥檚 storytelling. In A. Bateman & A. Church (Eds.), Children鈥檚 knowledge-in-interaction studies in conversation analysis (pp. 91鈥�109). Springer. 
  • Indigenizing outdoor play in New Zealand: A conversation analysis approach. Bateman, A., Hohepa, M., & Bennett, T. (2017). In T. Waller, E. Arlemalm-Hagser, E. B. H. Sandseter, L. Lee-Hammond, K. Lekies, &  S.  Wyver (Eds.), SAGE handbook of outdoor play and learning (pp. 530鈥�542). SAGE.
  • When the odds are stacked against: Leadership decisions that shift the odds. Clarkin-Phillips, J. (2017). In R. McNae, M. Morrison, & R. Notman (Eds.), Educational leadership in Aotearoa New Zealand: Issues of context and social justice (pp. 105鈥�117). NZCER Press. 
  • 'It's a living, breathing entity': Research partnerships,  young children and the environment. Kelly, J., Dekker, M., Hawkes, K., Mackay, F., Sullivan, J., & Wright, G. (2017). In R. McNae & B. Cowie (Eds.), Realising innovative partnerships in educational research (pp. 157鈥�168). Sense Publishers.
  • Bateman, A., Carr, M., &  Gunn, A. C. (2017). Children's use of objects in their storytelling. In  A. C. Gunn & C. A. Hruska (Eds.), Interactions in early childhood education: Recent research and emergent concepts (pp. 37鈥�53). Springer. 
  • Mitchell, L. M., & Meagher-Lundberg, P. (2017). Brokering to support participation of disadvantaged families in early childhood education. British Educational Research Journal, 43(5), 962鈥�967.
  • Mitchell, L., & Arndt S. (2017). Comment. Early Childhood Folio, 21(1), 1鈥�2.
  • Mitchell, L. (2017). Discourses of economic investment and child vulnerability in early childhood education. Waikato Journal of Education, 22(1), 25鈥�35.
  • Bateman, A.,& Church A. (2017). Children鈥檚 use of objects in an early years playground. European Early Childhood Education Research Journal, 25(1), 55鈥�71.
  • Bateman, A. (2017). Hearing children鈥檚 voices through a conversation analysis approach. International Journal of Early Years Education, 25(3), 2411鈥�256.
  • Gunnarsdottir, B., & Bateman, A. (2017). Toddler agency and conversation analysis. Early Childhood Folio, 21(1), 33鈥�38.
  • Petrie, K., & Clarkin-Phillips, J. (2017). 鈥楶hysical education鈥� in early childhood education. European Physical Education Review, 24(4), 503鈥�519.
  • Pierce, G., & Clarkin-Phillips, J. (2017). Leading from a distance adopting a heterarchy for building leadership capacity. Early Childhood Folio, 21, 15鈥�20.
  • Areljung, S., & Kelly-Ware, J. (2017). Navigating the risky terrain of children鈥檚 working theories. Early Years, 37(4), 370鈥�385.
  • Rameka, L. (2017). Kia whakato虅muri te haere whakamua: 鈥業 walk backwards into the future with my eyes fixed on my past鈥�. Contemporary Issues in Early Childhood, 17(4), 387鈥�398.
  • Ma虅ori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens. Glasgow, A., & Rameka, L. (2017). International Critical Childhood Policy Studies, 6(1), 80鈥�95.

2016

  • Mitchell, L, & A. J.  Bateman. (2016). Playing with diversity: Learning stories in early childhood. In A. Farrell 7 I. Samuelsson (Eds.), Diversity in the early years. Intercultural learning and teaching (pp. 57鈥�75). Oxford University Press. PDF
  • Carr, M., Cowie,  B. M., & Mitchell, L. (2016). Documentation in early childhood research: Practice and research informing each other. In A. Farrell, S.L.  Kagan, & E. K. Tisdall (Eds.), The Sage handbook of early childhood research (pp. 277鈥�290). SAGE. PDF
  • Mitchell, L., & Bateman, A. J. (2016). Playing with diversity: Learning stories in early childhood. In A. Farrell & I. Samuelsson I (Eds.), Diversity in the early years. intercultural learning and teaching (pp. 57鈥�75). Oxford University Press. PDF on file
  • Bateman, A. J., Danby, S., & Howard, J. (2016). Living in a broken world: How young children鈥檚 well-being is supported through playing out their earthquake experiences. In C. Clark (Ed.), Play and wellbeing (pp. 44鈥�61). Routledge. 
  • Theobald, M., Bateman, A., Busch, G., Laraghy, M., & Danby, S. (2016). "I'm your best friend": Peer interaction and friendship in a multilingual preschool. In L. Bass  (Ed.), Book series: Sociological studies of children and youth (pp. 171鈥�196). Emerald. 
  • Rameka, L. (2016). Whakapapa: A M膩ori way of knowing and being in the world. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 532鈥�537). Springer. 
  • Glasgow,  A., & Rameka, L. (2016). Maori and Pacific traditional caregiving practices: Voices from the community. In R. Toumu'a, K. Sanga, & S. Fua (Eds.), Weaving education theory and practice in Oceania. Selected papers from the second Vaka Pasifiki Education Conference (pp. 74鈥�86). University of South Pacific.
  • Carr, M., Mitchell, L., & Rameka, L. (2016). Some thoughts about the value of an OECD international assessment framework for early childhood services in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 17(4), 450鈥�454.
  • Mitchell, L. M., & Bateman, A. (2016). Comment. Early Childhood Folio, 20(1), 1鈥�2.
  • Kelly, J. P., & Clarkin-Phillips, J. (2016). Letter from the Waikato. Early Education, 59(Autumn/Winter), 4鈥�5. PDF
  • Kelly-Ware, J. P. (2016). 'What鈥檚 he doing that for? He鈥檚 a boy!鈥�: Exploring gender and sexualities in an early childhood setting. Global Studies of Childhood, 6(1), 147鈥�154.
  • 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鈥�8.
  • Rameka, L., Glasgow, A., & Fitzgerald, M. (2016). Our voices: Culturally responsive, contextually located infant and toddler caregiving. Early Childhood Folio, 20, 3鈥�9.
  • Rameka, L. (2016). Ng膩 tuakiri o te tangata: Being M膩ori in early childhood education. The Australian Journal of Indigenous Education, 46(1), 104鈥�114.
  • Carr, M., Mitchell, L., & Rameka, L. (2016). Some thoughts about the value of an OECD international assessment framework for early childhood services in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 17(4), 450鈥�454.

2015

  • Bateman D. A. (2015). Conversation analysis and early childhood education the co-production of knowledge and relationships. Ashgate Publishing.
  • Teaching & learning in culturally diverse early childhood centres. Mitchell, L., Bateman, A., Ouko, A., Gerrity, R.,  Lees, J., Matata, K., Myint, H.  H., Rapana, L., Taunga, A., & Xiao, W. (2015). Wilf Malcolm Institute of Educational Research.
  • International dimensions of play and transitions. Peters, S. (2015). In J. Moyles (Ed.), The excellence of play (pp. 286鈥�296). Open University Press.
  • Babies, boys, boats and beyond. Children's working theories in the early years. Peters, S. A., & Davis, K. (2015). In S. Robson &  S.  Flannery Quinn (Eds.), The Routledge International handbook of young children's thinking and understanding (pp. 251鈥�261). Routledge. 
  • Diversity and the early years. Peters, S., & Paki, V. (2015).  In A. Macfarlene, S.  Macfarlene, & M. Webber (Eds.), Sociocultural realities: Exploring new horizons (pp. 87鈥�99). Canterbury University Press. 
  • Bateman, A. J., Danby, S., & Howard, J. (2015). Using conversation analysis for understanding children's talk about traumatic events. In M. O'Reilly & J. N. Lester (Eds.), The Palgrave handbook of child mental health (pp. 402鈥�421). Palgrave Macmillan. 
  • Pulling the monstrosity of (hetero)normativity out of the closet: Teacher education as a problem and an answer. lisahunter, Futter-Puati, D., & Kelly, J. (2015).  In A. C. Gunn & L. A. Smith (Eds.), Sexual cultures in Aotearoa/New Zealand education (pp. 209鈥�225). Otago University Press.
  • Re-claiming traditional M膩ori ways of knowing, being, and doing, to re-frame our realities and transform our worlds. Rameka, L. K., & Paul-Burke, K. (2015). In M. A. Peters & A. T.  Besley (Eds.), Paulo Freire The global legacy (pp. 261鈥�271). Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften.
  • Paul-Burke, K., & Rameka, L. (2015). Kaitiakitanga - Active guardianship, responsibilities and relationships with the world: Towards a bio-cultural future In early childhood education. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 1鈥�6). Springer. 
  • Peters S. (2015). International dimensions of play and transitions. In J. Moyles (Eds.), The excellence of play (pp. 286鈥�296). Open University Press.
  • Mitchell, L. (2015). Shifting directions in ECEC policy in New Zealand: From a child rights to an interventionist approach. International Journal of Early Years Education, 23(3), 288鈥�302. 
  • Cowie, B., & Mitchell, L. (2015). Equity as family/wha虅nau opportunities for participation in formative assessment. Assessment Matters, 8(Special Issue), 119鈥�141. 
  • Claiborne, L., Peters, S., & Brink, A. (2015). Shaking up human development: A reflection from Aotearoa New Zealand on Erica's Burman's contribution. Feminism & Psychology, 25(3), 381鈥�387. 
  • Peters, S. A., & Roberts, J. (2015). Transitions from early childhood education to primary school. An interview with Sally Peters. Set Research Information for Teachers, 2, 3鈥�8. 
  • Davis, K., Bird, C., O鈥機onnor, R., Rees, H., Spencer, S., Paki, V., & Peters, S. (2015). Beyond the gate: A case study of dispositional learning from kindergarten to school. Early Childhood Folio, 19(1), 25鈥�30. 
  • Peters, S. A., & Kelly, J. (2015). Exploring children鈥檚 perspectives: Multiple ways of seeing and knowing the child. Waikato Journal of Education, 20th Anniversary Collection, 13鈥�22. 
  • Niemi K, Bateman A. (2015). 'Cheaters and stalkers': Accusations in a classroom. Discourse Studies, 17(1), 83鈥�98. 
  • A M膩ori and Pacific lens on infant and toddler provision in early childhood education. Rameka, L. K., & Glasgow, A. (2015). MAI Journal, 4(2), 134鈥�150.
  • Hindle, R., Hynds, A. S., Phillips, H., & Rameka, L. (2015). Being, flow and knowledge in M膩ori arts education: Assessing Indigenous creativity. The Australian Journal of Indigenous Education, 44(1), 85鈥�93. 
  • Rameka, L. (2015). E tipu e rea. Messages for early childhood practices. Early Childhood Folio, 19, 3鈥�7. 
  • Rameka, L. (2015). Te ira atua: The spiritual spark of the child. He Kupu The Word, 4(2), 82鈥�92. PDF
  • Paki, V., & Peters, S. (2015). Exploring whakapapa (genealogy) as a cultural concept to mapping transition journeys, understanding what is happening and discovering new insights. Waikato Journal of Education, 20(2), 49鈥�60. 
  • Rameka, L. (2015). Whatu: A M膩ori approach to research. Waikato Journal of Education, 20(2), 39鈥�48. 
  • Waters, J., & Bateman, A. (2015). Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal, _online 23(2), 264鈥�276.