Early years enquiry research hub

Early years education research

The Early Years Enquiry Research Hub (EYE) aims to promote enquiry that expands opportunities for children in their early years to reach their full potential. Such enquiry is founded on respect for the rights, dignity, worth, and views of children.  The United Nations Convention on the Rights of the Child is a foundation document for the activities of the group. EYE is an interdisciplinary forum for enquiry into children's issues in the early years.

Members of the EYE research hub are involved in collaborative writing, research, supporting early years education in the Canterbury region, and hosting regular events for professionals interested in early years education.

Members of the group are from the University of Canterbury, Christchurch Polytechnic Institute of Technology, Canterbury Westland Kindergarten Association (Kidsfirst), Te Tari Puna Ora o Aotearoa/New Zealand Childcare Association, New Zealand College of Early Childhood Education, CORE and the Ministry of Education.

Each year the EYE hub hosts THE GATHERING, a one-day event for teachers to talk together about investigating teaching and learning in the early years. 

Members

With great sadness we wish to inform you of Professor Judith Duncan's passing.

Director

  • Judith Duncan PhD, BA, PGDA
    Professor of Education, University of Canterbury

The Gathering 2019

The Gathering aims to promote enquiry that expands opportunities for children in their early years to reach their full potential. Such enquiry is founded on respect for the rights, dignity, worth, and views of children. The United Nations Convention on the Rights of the Child is a foundation document for the activities of the group.

11th Annual Event – 28 September 2019:

Infants & Toddlers – Relationships, Wellbeing and Teacher Responsibilities

Keynote:  Raewyne Bary

Raewyne’s Keynote talk will share with you her recent research on relationship development opportunities for infants, toddlers and their teachers. Her discussion will cover some of her research process and findings.   Relationship development is recognised as a major part of the work of infant and toddler teachers. Her study was undertaken in the hope of gaining a richer and fuller understanding of the vital role that organisational cultures play on attachment-type relationship development in early childhood settings.  While research has demonstrated that close and affectionate relationships between infants/toddlers and teachers within early childhood settings are of vital significance there seems to be some confusion as how to implement practices to support these types of relationships. Raewyne’s research explored if and how relationships were being supported, encouraged and implemented. She argues that it is in the structures such as rosters, or duty lists, and staff rotations where relationship opportunities get missed or unfulfilled. The need for increasing infant and toddler specific preparation within Initial teacher education and on-going professional learning programmes were also identified as key factors in improving the development of quality teaching practice.  In addition, implications from her study include the need for teachers to recognise the role they play in developing attachment-type relationships with the infants and toddlers with whom they work.

Raewyne Bary

Raewyne Bary is the Curriculum Leader of the Hoiho & Tui Sections (infants and toddlers) at the Massey Child Care Centre in Palmerston North. In this role Raewyne supports the teachers with their certification process, she has also been involved in writing and implementing a curriculum designed specifically for Infants and toddlers; and more recently undertaken a research project on Planning and assessment for infants and toddlers.   Raewyne has been on a journey of discovery of infant and toddler care and education for the past twenty years. During this time she has completed a Masters Degree (which focused on infant and toddler teacher practices). She also undertook a researcher role in the Centre of Innovation Programme at Massey Child Care Centre. Raewyne completed her Doctoral Degree from Massey University and graduated in 2018. Her research focus was on organisational structures that either enable or constrain relationship development between infants, toddlers and their teachers. 

Programme:

8.30am

Registration -  Rehua

College of Education, Health and Human Development, Rehua Building, Ilam Campus

9.00am -9.45am

Mihi and morning tea

9.50am –

10.50am

 

Keynote speaker:  Raewyne Bary

Raewyne’s Keynote talk will share with you her recent research on relationship development opportunities for infants, toddlers and their teachers.  Her discussion will cover some of her research process and finds.    Relationship development is recognised as a major part of the work of infant and toddler teachers.  Her study was undertaken in the hope of gaining a richer and fuller understanding of the vital role that organisational cultures play on attachment type relationship development in early childhood settings.

10.55am –

11.40am

Parallel session 1 

11.45 am –

12.30pm

Parallel session 2

12.30 pm –

1.15pm

Lunch

 

1.20pm –

2.50pm

Keynote workshop – Raewyne Bary

Following on from her keynote talk Raewyne will support discussion around the implementation of relationship-based practice.  It is ok to have all the research available to us but the realities of teaching in the 21st century are challenging. How are we coping with numbers, finances and clash of values to name a few of the more topical issues we are having to cope with when working with Infants and toddlers? We will try to tackle some of the issues that you feel impact on your practice. We will also explore what an attachment-type relationship can look like and the concepts we can use to support relationship based practice.

2.50pm

Closing address

Parallel sessions:

These sessions about research and investigation by teachers for teachers will be delivered using a range of formats.

 

For registration enquiries contact:    

Benita Rarere-Briggs: Benita.rarere-briggs@canterbury.ac.nz

Cost:   $40.00 (+rego fee) per person  -  $20.00(+rego fee) per person (student): includes all sessions, morning tea and lunch. Attendance certificates are available after the event. Please include payment with registration. Registration closes 5.00 pm 23 September 2019.  (Catering numbers are needed by this date). Numbers are limited.

Register:    Visit https://www.eventbrite.com/e/the-gathering-2019-tickets-70082473565 and complete the form to register.        

For more information contact Benita : benita.rarere-briggs@canterbury.ac.nz :

School of Teacher Education, University of Canterbury,  Private bag 4800, Christchurch 8140, NZ

The Gathering 2017

Teachers Being Bold: Stories of Journeys’ with Māori and Pasifika

Our keynote speaker, Le’autuli’ilagi Taotua Malaeta Sauvao, spoke on Collaborative relationships with the Pacific and what that means in theory and in practice, asking the question: How bold do we have to be to implement these relationships? Parallel sessions included:

  • Weaving Pasifika cultures in a English-medium Kindergarten - a workshop showing how Pasifika cultures are woven throughout the programme at Kisfirst Kindergarten Hornby
  • Donna McPherson from Tī Kōuka describing how she weaves this kaupapa through her diverse roles including being an Early Childhood Kaiako at an All-day Kindergarten, founder of Haere Mai Ki Waho a nature playgroup and providing support for Kaiako in other Centres in session using the kaupapa of Haere Mai Ki Waho.
  • Kidsfirst Redwood's exhibit titled "The Time is Now" which illustrated a journey toward culturally responsive pedagogy, demonstrating their team’s commitment as partners to te Tiriti. Their trip to Waitangi provoked us to reflect upon inclusion, equity, and authentic biculturalism, and how practitioners can empower ourselves and each other to challenge current beliefs and understandings.

The Gathering 2016

Early Years Enquiry. Thinking Responsively: Doing Differently

The key note presenters were Keryn Davis, Ruta McKenzie and Munira Sugarwala, titled; Coconuts and cultural competence: Children’s working theories about identity, language and culture. Their keynote addressed their work emerging from a Teaching and Learning Research Initiative (TLRI) project called Nurturing and encouraging young children’s identity, language and culture in the early years. The project explores children’s working theories about their own identity, language and culture and those of others, and builds on a previous Canterbury based TLRI project about working theories undertaken in 2009-10. The project utilises an innovative, collaborative ‘sister centre’ research partnership and is sited in two early childhood centres in east Christchurch: one Samoan Immersion (Mapusaga Aoga Amata) and one English-medium (North Beach Community Childcare Centre).

This address included some of the working theories of children (and the project team) from case studies and mini-projects that have developed over the first 18-months of this two year project. The session included examples of children’s growing cultural competence over time; what the team is learning from children’s working theories about identity, language and culture in action (including important lessons about opening coconuts); and working cross-culturally. 

Feedback from the day:

  • “The need to find ways to include Pasifika culture in our centre. Unpack the Education Plan with team at the centre”
  • “I really enjoy exploring other cultures. E.g. Samoan…”
  • “Pasifika plan and being culturally responsive, meeting new teachers and discussing the dynamics of teaching”
  • “Inspirational”
  • “It was very informative and provoking and challenging to hear the journeys that people have taken to gain understandings”
  • “Collegial discussion/catch-up wallowing is good, uncertainty is good”

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