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Early Childhood Environment…1
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Showing 1 to 15 of 22 results Save | Export
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Hedges, Helen; Cooper, Maria – Teachers and Teaching: Theory and Practice, 2018
A commitment to long-standing child-centred ideologies and recent emphases on academic outcomes have both perpetuated narrow interpretations of play-based pedagogy in early childhood education. Instead, teachers might proactively and spontaneously deepen children's thinking and understandings related to children's own interests and motivations…
Descriptors: Play, Teaching Methods, Early Childhood Education, Scientific Concepts
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Fleer, Marilyn; Hedges, Helen; Fleer-Stout, Freya; Bich Hanh, Le Thi – International Journal of Research & Method in Education, 2018
Researching quality in early childhood settings has been operationalized in many ways, within and across countries. Nevertheless, despite some consensus on what might constitute a universally recognized view of what is considered essential for young children's development, there are strong indicators that locally developed assessment tools are…
Descriptors: Foreign Countries, Early Childhood Education, Rating Scales, Educational Quality
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Hedges, Helen; Cooper, Maria – European Early Childhood Education Research Journal, 2017
Children represent their efforts to make sense of their social worlds in various ways. Having, making and being friends are common foci of children's interactions and identity development. These efforts may become visible through analysing video-recorded snippets of children's play. In particular, repeated viewing of episodes of children's…
Descriptors: Video Technology, Early Childhood Education, Qualitative Research, Foreign Countries
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Hedges, Helen; Cooper, Maria – Journal of Curriculum Studies, 2016
Children's interests are a common foundation for early childhood curricula. Yet, little research is available about the fundamental nature of children's interests and analytical ways to recognize and engage with these. Early work on children's interests adopted a psychological perspective and associated interests with activity choices. Recent work…
Descriptors: Foreign Countries, Childhood Interests, Cultural Background, Cultural Capital
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Wood, Elizabeth; Hedges, Helen – Curriculum Journal, 2016
A continuing struggle over curriculum in early childhood education is evident in contemporary research and debate at national and international levels. This reflects the dominant influence of developmental psychology in international discourses, and in policy frameworks that determine approaches to curriculum, pedagogy, and assessment. Focusing on…
Descriptors: Early Childhood Education, Curriculum, Developmental Psychology, Educational Psychology
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Lovatt, Daniel; Hedges, Helen – Early Child Development and Care, 2015
One of the outcomes of the New Zealand early childhood curriculum, "Te Whariki", is "working theories". Prior research on this concept has primarily utilised sociocultural theoretical underpinnings and neglected Piagetian constructivist theories. This paper explores ways the Piagetian concepts of equilibrium and disequilibrium…
Descriptors: Foreign Countries, Early Childhood Education, Piagetian Theory, Teaching Methods
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Hedges, Helen – International Journal of Early Years Education, 2015
Children's interests and thinking emanate from their daily lived experiences in their families, communities and cultures. This paper substantiates the view that the construct of "funds of knowledge", understood through the lens of "cultural repertoires of practice", provides an analytical tool for early years teachers to…
Descriptors: Foreign Countries, Early Childhood Education, Preschool Children, Preschool Teachers
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Hedges, Helen; Cooper, Maria – International Journal of Early Years Education, 2014
International debates persist about what constitutes desirable outcomes from early childhood education experiences. The New Zealand early childhood curriculum brings together academic and social-pedagogic outcomes as interdependent holistic constructs named "dispositions" and "working theories". These constructs are complex…
Descriptors: Foreign Countries, Early Childhood Education, Curriculum, Holistic Approach
Hedges, Helen; Cooper, Maria – Teaching and Learning Research Initiative, 2014
This project/report partnered researchers with teachers from two centres to explore and theorise understandings of children's inquiries and working theories. This project investigated the following questions: (1) What is the nature and content of infants', toddlers' and young children's inquiries and working theories in relation to their everyday…
Descriptors: Childhood Interests, Inquiry, Infants, Toddlers
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Cooper, Maria; Hedges, Helen; Dixon, Helen – Early Child Development and Care, 2014
Families play important roles in children's learning. Yet, teachers' values and beliefs may sway how families may participate in assessment of their child's learning within early childhood education. This paper reports on a qualitative case study in a New Zealand early childhood setting that explored teachers' views about involving families in…
Descriptors: Foreign Countries, Early Childhood Education, Qualitative Research, Case Studies
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Cooper, Maria; Hedges, Helen – Contemporary Issues in Early Childhood, 2014
Increasing the participation rates of Pasifika children in early childhood settings is a policy target in Aotearoa-New Zealand. Yet, participation may not engender positive learning outcomes for children from diverse cultural backgrounds without attention to teacher knowledge and practice. The early childhood curriculum document, Te Whariki,…
Descriptors: Foreign Countries, Student Diversity, Early Childhood Education, Outcomes of Education
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Hedges, Helen – Journal of Early Childhood Research, 2014
Young children are keenly motivated to inquire into and make meaning about their worlds. This article discusses "working theories", one of two indicative learning outcomes of the New Zealand early childhood curriculum, "Te Whariki". Working theories occur as children attempt to find connections between their experiences and…
Descriptors: Young Children, Foreign Countries, Preschool Curriculum, Early Childhood Education
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Hedges, Helen – Teachers and Teaching: Theory and Practice, 2012
The spontaneous nature of much early childhood teaching makes it vital to understand the range of knowledge that teachers draw on in their curricular and pedagogical decision-making. Hammersley argued that teaching practice cannot be based directly on research evidence because it needs to be filtered through teachers' experiences and…
Descriptors: Evidence, Early Childhood Education, Childhood Interests, Foreign Countries
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Hedges, Helen; Cullen, Joy; Jordan, Barbara – Journal of Curriculum Studies, 2011
Children's interests are frequently cited as a source of early-years curricula. Yet, research has rarely considered the nature of these interests beyond the play-based environment of early-childhood education. This paper reports findings from a qualitative, interpretivist study in two early childhood settings in Aotearoa/New Zealand. Using…
Descriptors: Foreign Countries, Qualitative Research, Childhood Interests, Curriculum Development
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Hedges, Helen – Early Years: An International Journal of Research and Development, 2011
New Zealand's early childhood curriculum, "Te Whariki", has two learning outcomes, dispositions and working theories. While a sociocultural perspective of dispositions has received significant attention in research and teaching, "working theories" as a concept has remained somewhat nebulous. This paper describes ways teachers…
Descriptors: Foreign Countries, Intuition, Teaching Methods, Sociocultural Patterns
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