title: Successful transition from Early Childhood Education to Innovative Learning Environments: The experience of transition to school from the perspectives of key stakeholders

authors: Wakeman, Christina-Anne

subjects: Education

abstract: The New Zealand education system has gone through a substantial paradigm shift, moving away from single cell classrooms and towards Innovative Learning Environments. This has presented challenges in the transition to school process as the two contexts are very different in terms of both physical space and the underpinning pedagogies.
This thesis presents the findings from a research project that examined the perspectives of learners, their parents/caregivers, primary teachers and early childhood teachers in what they feel to be a successful transition to school from Early Childhood Centres to Innovative Learning Environments. The findings contribute to the development of a transition to school programme.
This research project was a case study, with the data gathered through a mixed methods approach. Quantitative data was collected through the use of questionnaires sent to 10 parents of learners who had recently transitioned into the ILE context. Qualitative data was collected through semi-structured interviews with three early childhood teachers, four primary teachers and from within three focus groups held with 10 learners. This data was analysed to identify key themes from the perspectives of these participants.
This study indicates that there are many factors that need to be taken into account when transitioning a child from ECE to ILE. These include: Developing a sense of belonging within the ILE context, the role of reciprocal relationships, the transition of the parents/caregivers within the transition to school process, school readiness and cross sector development between ECE and primary. Further, this study is in a position to inform transition to school programmes from Early Childhood Education to Innovative Learning Environments.

text: Successful transition from Early Childhood Education to Innovative Learning Environments: The experience of transition to school from the perspectives of key stakeholders The New Zealand education system has gone through a substantial paradigm shift, moving away from single cell classrooms and towards Innovative Learning Environments. This has presented challenges in the transition to school process as the two contexts are very different in terms of both physical space and the underpinning pedagogies.
This thesis presents the findings from a research project that examined the perspectives of learners, their parents/caregivers, primary teachers and early childhood teachers in what they feel to be a successful transition to school from Early Childhood Centres to Innovative Learning Environments. The findings contribute to the development of a transition to school programme.
This research project was a case study, with the data gathered through a mixed methods approach. Quantitative data was collected through the use of questionnaires sent to 10 parents of learners who had recently transitioned into the ILE context. Qualitative data was collected through semi-structured interviews with three early childhood teachers, four primary teachers and from within three focus groups held with 10 learners. This data was analysed to identify key themes from the perspectives of these participants.
This study indicates that there are many factors that need to be taken into account when transitioning a child from ECE to ILE. These include: Developing a sense of belonging within the ILE context, the role of reciprocal relationships, the transition of the parents/caregivers within the transition to school process, school readiness and cross sector development between ECE and primary. Further, this study is in a position to inform transition to school programmes from Early Childhood Education to Innovative Learning Environments.

year: 2019

title: “Wandering and Wondering”: Theory and Representation in Feminist Physical Cultural Studies

authors: Thorpe, Holly Aysha

subjects: education

abstract: In this paper we explore the potential of physical cultural studies for collaborative, interdisciplinary, theoretically-informed, reflexive research on the physically active female body. We use the metaphors of "wandering and wondering" to interrogate our experiences of movement within and across physical cultural fields and academic borders. Grounded in an ethnographic narrative approach, we revisit the ways in which different aspects of our identities were highlighted during our waka ama, snowboarding and basketball experiences. Drawing upon feminist readings of Bourdieu’s work, we challenged each other to reflect critically upon previously unquestioned or unexplored aspects of our subjectivities. While the paper focuses on the results of these discussions, we also offer insights into the collaborative process. Ultimately we argue that sharing narratives of our experiences and exploring them further with theory offers a good place to begin new interdisciplinary conversations that may push physical cultural studies research in new directions.

text: “Wandering and Wondering”: Theory and Representation in Feminist Physical Cultural Studies In this paper we explore the potential of physical cultural studies for collaborative, interdisciplinary, theoretically-informed, reflexive research on the physically active female body. We use the metaphors of "wandering and wondering" to interrogate our experiences of movement within and across physical cultural fields and academic borders. Grounded in an ethnographic narrative approach, we revisit the ways in which different aspects of our identities were highlighted during our waka ama, snowboarding and basketball experiences. Drawing upon feminist readings of Bourdieu’s work, we challenged each other to reflect critically upon previously unquestioned or unexplored aspects of our subjectivities. While the paper focuses on the results of these discussions, we also offer insights into the collaborative process. Ultimately we argue that sharing narratives of our experiences and exploring them further with theory offers a good place to begin new interdisciplinary conversations that may push physical cultural studies research in new directions.

year: 2011

title: Cultural Justice and Ethics

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: Contains the complete proceedings of the Cultural Justice and Ethics symposium held within the Annual Conference of the New Zealand Psychological Society, Wellington, 23rd-24th August, 1993. The responsibility for ensuring that the discipline of psychology is culturally just, is not only that of Maori or some other non-dominant group - the responsibility belongs to all involved in psychology. This collection of papers is about questioning and challenging the psychology that has been adopted from other settings. It is about nurturing and valuing the development of local and indigenous psychologies. It is about developing psychological tools and methods of application that are culturally compatible. It is an invitation to become excited about and instrumental in building a profession and practice in Aotearoa, for Aotearoa.

text: Cultural Justice and Ethics Contains the complete proceedings of the Cultural Justice and Ethics symposium held within the Annual Conference of the New Zealand Psychological Society, Wellington, 23rd-24th August, 1993. The responsibility for ensuring that the discipline of psychology is culturally just, is not only that of Maori or some other non-dominant group - the responsibility belongs to all involved in psychology. This collection of papers is about questioning and challenging the psychology that has been adopted from other settings. It is about nurturing and valuing the development of local and indigenous psychologies. It is about developing psychological tools and methods of application that are culturally compatible. It is an invitation to become excited about and instrumental in building a profession and practice in Aotearoa, for Aotearoa.

year: 1993