Early childhood teachers in Aotearoa New Zealand negotiate their personal professional identities within the context of a nationally organised and regulated education sector. Early childhood teaching has become increasingly professionalised. Emphasis on qualifications and professional standards has constrained possible ways of being early…

Beginning teaching is challenging; this article examines the realities of practice for beginning early childhood teachers. Fourteen participants in their first year of teaching were interviewed; they worked in private and public early childhood education settings. Findings reveal that the reality of moving from the role of the student to teacher…

Early childhood practitioners' professionalism is a contested concept, with interpretations that include professionalisms based on qualifications, on accountability, on relational skills and on critical advocacy. Understandings of professionalism as situated in ecological frameworks rather than within individuals have led to the concept of a…

The significance of relationships between the parents and teachers of preschool and kindergarten children is well established. Teachers and schools are presumed to be responsible for lack of parent-teacher collaboration. Internationally, early childhood teacher education programs recognize this and offer courses related to parents and families.…