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ERIC Number: EJ947078
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0957-5146
Enquiring Teachers and Democratic Politics: Transformations in New Zealand's Early Childhood Education Landscape
Mitchell, Linda
Early Years: An International Journal of Research and Development, v31 n3 p217-228 2011
Considerable interest has emerged in policy frameworks to sustain and encourage democratic participation and responsive pedagogy in early childhood education. Using findings from an evaluation of New Zealand's strategic plan for early childhood education, this article highlights ways in which policy initiatives interacted to support such processes. Universal funding for free early childhood education made access to early childhood education possible for many children who might not otherwise have attended. A further range of initiatives aimed at improving teacher qualifications and professional capabilities supported the development of communities of learners and contributed to enhanced quality and democratic practice. A key argument is that benefits came from policies that were universally available and coherently organised around an understanding of children, families and communities as participants. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand