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Moffat, Thecla Kudakwashe; Laureta, Binky; Rana, Lata – Kairaranga, 2016
In early childhood education [ECE] settings, teachers need to be conscious of the diverse learning needs of individual children in their care. Meeting individual needs has roots in the rights discourse which aims to promote human rights, social justice and inclusion, removing barriers that may hinder learning for children with diverse needs…
Descriptors: Inclusion, Early Childhood Education, Early Childhood Teachers, Social Justice
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Annan, Jean; Carpenter, Rose – Kairaranga, 2015
The Learning and Change Network Strategy (LCN) was developed to raise students' achievement by appreciating, extending and enriching their learning environments. Throughout New Zealand there are 53 voluntary, networked communities of practice. They involve the active participation of students, teachers, parents, school leaders and community…
Descriptors: Foreign Countries, Academic Achievement, Networks, Educational Environment
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Caulcutt, Toia; Paki, Vanessa – Kairaranga, 2011
Early intervention and early childhood share a unique space in our early years education in Aotearoa/New Zealand. The assessment practices of the two are distinctively different and specific to each discipline. As assessment is a powerful agent for change and responsiveness to learners this article will unpack the reasoning behind these…
Descriptors: Early Intervention, Early Childhood Education, Foreign Countries, Educational Practices
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Gilmore, Bill; Haslam, Vicky; Hitaua, Raewyn; Kent, Bruce; Tavui, Esther; Tu'ionetoa, Alison; Crosswell, Margaret – Kairaranga, 2007
The article shares some of the reflections of the project team who developed the "Do You Know Me? E Mohio Ana Koe Ki Ahau?" resource for educators, which aims to assist educators in both school and early childhood education services to clarify concerns about young children and take appropriate action. Issues discussed include the context…
Descriptors: Early Childhood Education, Young Children, Reflective Teaching, Reflection
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Bourne, Louise – Kairaranga, 2007
This article discusses and reflects on some issues that may arise when a child with special needs and their family transition from an early childhood setting into their chosen school. In this instance, the author examines the case of "Aroha", and considers specifics such as the writer's ethical and professional role as an early childhood…
Descriptors: Attention Deficit Disorders, Special Needs Students, Transitional Programs, Early Childhood Education
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Margrain, Valerie; Clements, Shelley – Kairaranga, 2007
This article defines assessment exemplars and considers their purpose in New Zealand school and early childhood contexts. The role of exemplars in supporting assessment for learning and the extent to which education rights and inclusive practice are evident in exemplars are considered. The article suggests that learners with special education…
Descriptors: Children, Foreign Countries, Special Education, Special Needs Students
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Salter, Jan; Redman, Jill – Kairaranga, 2006
The importance of a smooth transition into school for children who have received Early Intervention Services (EI) but have not received the Ongoing Reviewable Resource Scheme (ORRS) funding has become of increasing concern to stakeholders involved with these children. The EI and School Focus (SF) teams of the GSE in Pakuranga collaborated…
Descriptors: School Readiness, Early Intervention, Pilot Projects, Educational Objectives
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Margrain, Valerie – Kairaranga, 2006
This article reports some of the findings of a study involving 11 New Zealand 4-year-old precocious readers (Margrain, 2005). The children, aged between 4:01 and 4:10, had reading ages three to nine years above their chronological age. Assessment of precocious reading abilities is discussed, including how assessment findings are influenced by the…
Descriptors: Age, Gifted, Program Effectiveness, Foreign Countries