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Early Years Research Centre Publications

Explore a wealth of research publications from the Early Years Research Centre. Gain valuable insights into child development, education practices, and fostering well-being in the early years

Early Years Research Centre

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2023

2022

  • . The impact of COVID-19 on early childhood education and care: International perspectives, challenges, and responses (pp. 475–492). Ilari, B., Huisman Koops, L., Andang’o, E., Bautista, A., Dean, B., Madalozzo, V., Madalozzo, T., Palmer, K., & Yi, G. (2022). In J. Pattnaik & M. Renck Jalongo (Eds.), Springer International Publishing. DOI: 0.1007/978-3-030-96977-6_24
  • . Bateman A, & Cekaite A. (2022). International Journal of Early Years Education, 30(1), 55–70.  DOI: 10.1080/09669760.2022.2029365
  • . Karamercan, O., Matapo, J,. Kamenarac, O., Fa’avae, D. T. M., Arndt ,S., Irwine, R., Kruger, F., Mika, C., Bassidou, M. Y. A., Tesar, M., & Del Monte, P. (2022). Educational Philosophy and Theory. DOI: 10.1080/00131857.2022.2041412

2021

  • Mitchell L. (2021). Early childhood education in Aotearoa New Zealand. Oxford Biologies. 
  • Rameka, L., Ham, R., & Mitchell, L. (2021). Pōwhiri: The ritual of encounter. Contemporary Issues in Early Childhood.
  • Mitchell, L., & Cowie, B. (2021). A sensory landscape of place as an invitation to belonging in early childhood settings. Early Childhood Folio, 25(1), 3–8.
  • Mitchell, L. (2021). Early childhood education in Aotearoa in a post-Covid world. The New Zealand Annual Review of Education, 25, 39–56.
  • Mitchell, L., & Kamenarac, O. (2021). Refugee children and families’ positioning within resettlement and early childhood education policies in Aotearoa New Zealand. Kōtuitui: New Zealand Journal of Social Sciences Online,&˛Ô˛ú˛őąč;1–18.
  • Kelly, J., Foe ,C., & Daly, N. (2021). Exploring Pacific Picturebooks to support the language, culture and identity of Pasifika children. A summer scholar’s perspective. Literacy Forum NZ, 36(2), 29–39. PDF
  • Rameka, L., Ham, R., & Mitchell, L. (2021). Pōwhiri: The ritual of encounter. Contemporary Issues in Early Childhood.
  • Rameka, L., & Stagg Peterson, S. (2021). Sustaining Indigenous languages and cultures: Māori medium education in Aotearoa New Zealand and Aboriginal Head Start in Canada. Kotuitui, 16(2), 307–322.
  • Kamenarac, O. (2021). Business managers in children’s playground : Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand. Contemporary Issues in Early Childhood, 1–13.
  • Kamenarac, O. (2021). Problematising constructions of ‘expert teachers’ and ‘vulnerable children’ in New Zealand Early Childhood. International Journal of Early Years Education, 1–16.

2020

  • Mitchell, L. (2020). Community involvement and public engagement in early childhood education (New Zealand). In C. Mutch & M. Waniganayake (Eds.), Bloomsbury Education and Childhood Studies (–). Bloomsbury.
  • Mitchell, L. (2020). Transforming early childhood education. Dreams and hope in Aotearoa New Zealand. In M. Vandenbroeck (Eds.), Revisiting Paulo Freire's pedagogy of the oppresses. Issues and Challenges in Early Childhood Education ( pp.166–185). Routledge.
  • Kelly-Ware, J, & Lyall, M. (2020). Gender matters in early childhood education. In A.C. Gunn, N. Surtees, D, Gordon-Burns, & K. Purdue (Eds.), Te AotĹŤroa Tākaki: Inclusive early childhood education. Perspective on inclusion, social justice, and equity from Aotearoa New Zealand (pp. 177–195). NZCER.
  • Areljung, S, & Kelly, J. (2020). The risks of reification: using ‘professional risk’ to understand why and how teachers choose to ‎document (some of) children’s ideas and actions. In M. Alasuutari, H. Kelle, & H. Knauf (Eds.), Documentation in institutional contexts of early childhood. Normalisation, participation and professionalism (pp. 187–204). Springer Nature.
  • Young, S., & Dean, B. (2020). Children learning to sing in everyday family life in minority world homes. In H. Gudmundsdottir, C. Beynon, K. Ludke, & A. Cohen (Eds.), The Routledge companion to interdisciplinary studies in singing (Vol. 11). Routledge.
  • Mitchell, L.,  Meagher-Lundberg, C.W. & Wells, C. (2020). Impact of Covid-19 on the early childhood education sector in Aotearoa New Zealand Report 2: Interviews with managers. Wilf Malcolm Institute of Educational Research, ĚÇĐÄVlog. PDF
  • Impact of Covid-19 on the early childhood education sector in Aotearoa New Zealand: Challenges and opportunities. Initial findings from a survey of managers. Mitchell, L., Hodgen, E., Meagher Lundberg, P., & Wells, C. (2020). Wilf Malcolm Institute of Educational Research.
  • Mitchell, L. (2020). Turning the tide on private profit-focused provision In early childhood education. The New Zealand Annual Review of Education, 24, 75–75.
  • Mitchell, L., & Khoo, E. (2020). Comment. Early Childhood Folio, 24(1), 1–2.
  • Bateman, A. (2020). Young children's affective stance through embodied displays of emotion during tellings. Text and Talk, 40(5).
  • Carr, M., Clarkin-Phillips, J., Earl Rinehart, K., Edwards, F., & Ferrier-Kerr, J. (2020). Writing group commitment and caring: teacher educators talk about identities and agency in the Third Space of a writing group. Teacher Development, 24(5), 669–687.
  • McChesney, K., & Clarkin-Phillips, J. (2020). Space speaks: A portrait of an early childhood centre and the affordances  provided by the learning environment. Early Childhood Folio, 24(2), 26–34.
  • Terrini, L., Danko McGhee, K., Denee, R., Lindsay, G., Johnston, M,. Brooks, M., Lee, C., Pohio, L., Kelly, J., & Richards, R. (2020). Thinking outside the lines: Colouring-in books, templates and worksheets. ecARTnz, 19(), 1–6.
  • Kelly, J. (2020). A bit of STEAM. ecARTnz Special Issue.
  • Rathore, D., Eames, C., & Kelly-Ware, J. (2020). Indian teachers and environmental identity in Aotearoa New Zealand early childhood education. Teachers and Curriculum, 20(1), 13–21.
  • Treweek, J., & Kelly-Ware, J. (2020). “But I had it first!” Young children, possession, and social problem solving. Early Childhood Folio, 24(2), 21–25.
  • Kelly, J. (2020). Socially relevant curriculum: Cultural otherness, racism and religion. New Zealand Journal of Teachers’ Work, 17(1 & 2), 10–26. https://doi.org/10.24135/teacherswork.v17i1%20&%202.300
  • Peters, M. A., White, J. E., Tesar, M., Gibbons, A., Arndt, S., Rutanen, N., Degotardi, S., Salamon, A., Browne, K., Redder, B., Charteris, J., Gould, K., Warren, A., Delaune, A., Kamenarac, O., Hood, N., 7 Sturm, S. (2020). Infantologies. An EPAT collective writing project. Educational Philosophy and Theory.
  • Dean, B. (2020). Spontaneous singing in early childhood: An examination of young children’s singing at home. Research Studies in Music Education, 43(3), 434–450.
  • Dean, B. (2020). Young children, solitude and singing: Self-directed singing and personal agency in three- and four-year-old children at home. Early Child Development and Care, 191(12), 1858–. 1870.
  • Church, A., & Bateman, A. (2020). Conversation analytic role-play method (CARM) for early childhood teacher education. Teacher Development, 24(5), 652–668.
  • Derby, M., Macfarlane, A., & Gillon, G. (2020). Literacy and Child Wellbeing: Exploring the Efficacy of a Home-Based Literacy Intervention on Children’s Foundational Literacy Skills. Journal of Early Childhood Literacy, 0(0), 1-25
  • Schaughency, E., Riordan, J., Reese, E., Derby, M., & Gillon, G. (2020). Developing a community-based oral language preventive intervention: Exploring feasibility and social validity for families affected by the Canterbury Earthquakes. Infants and Young Children, 33(3), 195-218.

2019

  • Mitchell L. (2019). Democratic policies and practices in early childhood education: An Aotearoa New Zealand case study. Springer. 
  • Mitchell, L. (2019). The politics of future direction: A political polemic. In S. Middleton & H. May (Eds.), For women and children: A tribute to Geraldine McDonald (pp. 140–148). NZCER Press.
  • Mitchell, L. (2019). Weaving a curriculum. In L.Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and development (pp. 65–85). Springer.
  • Mitchell, L. (2019). Influencing policy change through collective action. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 109–124). Springer.
  • Mitchell, L. (2019). Policy frameworks and democratic participation. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (125–143). Springer.
  • Mitchell, L. (2019). Traditions of democracy in education. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 45–63). Springer.
  • Mitchell, L. (2019). Aotearoa New Zealand within global trends in ECEC policy. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 17–43). Springer.
  • Mitchell, L. (2019). Introduction. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 1–16). Springer.
  • Mitchell L. (2019). Conclusion. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 145–165). Springer.
  • Mitchell L. (2019). Assessment and pedagogical documentation. In L. Mitchell (Ed.), Democratic policies and practices in early childhood education. International perspectives on early childhood education and Development (pp. 87–107). Springer.
  • Dean B. (2019). Spontaneous singing and musical agency in the everyday home lives of three- and four-year-old children. In S. Young S & B Ilari (Eds.), Music in early childhood: Multi-disciplinary perspectives and inter-disciplinary exchanges (pp. 103–118). Springer. 
  • Archard, S., Archard, S., Arndt, S., Cowie, B., Carr, M., Clarkin-Phillips, J., Karmenerac, O., Kahuroa, R., Kelly, J.,  Mitchell, L., Rameka, L., & Peters, S. (2019). Early Years Research Centre submission on Strategic Plan for Early Learning 2019–2029. Wilf Malcolm Institute of Educational Research. 
  • Mitchell, L., Clarkin-Phillips, J,. Archard, S., Arndt, S., & Taylor, M. (2019). What do they do all day? Exploring the complexity of early childhood teachers’ work. Early Childhood Folio Online First, 23(1), 1–7.
  • Bond, L., Brown, J., Hutchings, J., & Peters, S. (2019). A collaborative approach to transitions in Dannevirke. Early childhood folio, 23(2), 18–23.
  • Peters, S. (2019). Working together effectively. Ako, The Community Issue (Winter), 7–7. 
  • Reese, E., Gunn, A., Bateman, A., & Carr, M. (2019). Teacher-child talk about learning stories in New Zealand: A strategy for eliciting children’s complex language. Early Years, 41(5), 506–521.
  • Bateman, A., & Robinson, P. (2019). The Christchurch earthquake: Lessons from the real-life experiences of early childhood teachers: Special issue: ‘Preparing early childhood teachers to assist children who are caught in disasters’. Journal of Early Childhood Teacher Education, 41(4), 325–337.
  • Mitchell, L., Clarkin-Phillips, J., Archard, S., Arndt, S., & Taylor, M. (2019). What do they do all day? Exploring the complexity of early childhood teachers’ work. Early Childhood Folio Online First, 23(1), 1–7.
  • Clarkin-Phillips, J. (2019). Leadership in ECE: A conversation with Professor Margaret Car. Journal of Educational Leadership, Policy and Practice, 33(1), 82–85.
  • Clarkin-Phillips, J., & Michele, M. (2019). Editorial. Journal of Educational Leadership, Policy and Practice, 33(1), 1–4.
  • Kelly, J. (2019). An ‘open letter to teachers’. Teachers and Curriculum, 19(1), 55–60.
  • Kelly-Ware, J. P. (2019). Position and perspective: Research connections and tensions in a kindergarten community. The Ethnographic Edge, 3(1), 7–7.
  • Kelly, J,. & Daly, N. (2019). Using Picturebook illustrations to help young children understand diversity. International Art in Early Childhood Research Journal, 1(1), 1–11. 
  • Kelly, J. (2019). An "open letter to teachers". Early Childhood Folio, 23(2), 14–17.
  • Kamenarac, O. (2019). The Aotearoa New Zealand early childhood education and care: A collaborative and democratic space and place for all members of the learning community. Krugovi Detinjstva, 7, 7–20.
  • Church, A, & Bateman, A. (2019). Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education. Journal of Pragmatics, 143, 242–254.
  • Church, A., & Bateman, A. (2019). Children’s right to participate: How can teachers extend child-initiated learning sequences? International Journal of Early Childhood, 51(3), 265–281.
  • Kamenarac, O. (2019). Who am I as an early childhood teacher? Who would I like to be? Early Childhood Folio, 23(1), 10–15.

2018

  • Mitchell L, Furness J, Cowie B, Taylor M. (2018). Family and community partnerships in education. In  (Eds.), Oxford Bibliographies (–). Oxford University Press. 
  • Peters S, Davis K, McKenzie R. (2018). Children’s working theories as curriculum outcomes. In Trevarthen C, Delafield-Butt J, Dunlop A-W (Eds.), The Child's Curriculum Working with the Natural Values of Young Children (296–310). Oxford University Press.
  • Press, F., Woodrow, C., Logan, H., & Mitchell, L. (2018). Can we belong in a neo-liberal world? Neo-liberalism in early childhood education and care policy in Australia and New Zealand. Contemporary Issues in Early Childhood, 19(4), 328–339.
  • Bateman, A. (2018). Ventriloquism as early literacy practice: making meaning in pretend play. Early Years, 38(1), 68–85.
  • Mitchell, L., & Bateman, A. (2018). Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 19(4), 379–391.
  • Peters, S. (2018). Exploring new approaches to pathways from early childhood education to school. Early Childhood Folio, 22(1), 21–26.
  • Clarkin–Phillips, J., Carr, M., Thomas, R., Tinning, A., & Waitai, M. (2018). Fostering the artistic and imaginative capacities of young children: Case study report from a visit to a museum. International Journal of Early Childhood, 50, 33–46.
  • Clarkin-Phillips, J., & Morrison, M. (2018). Editorial Leading in the early years–Who leads and how? Journal of Educational Leadership Policy and Practice, 33(1), 1–4. PDF
  • Kelly-Ware, J. (2018). The influence of frozen young children, performative gender, and popular culture. Early Childhood Education Journal, 22(2), 3–7.
  • Stuart, M. J., & Rameka, L. K. (2018). Prismatic storying: Making visible multi coloured codes. Knowledge Cultures, 6(1), 79–96.
  • Madsen, S. S., Thorvaldsen, S., & Archard, S. (2018). Teacher educators’ perceptions of working with digital technologies. Nordic Journal of Digital Literacy, 13(3), 177–196. 
  • Batman, A., & Waters, J. (2018). Risk-taking in the New Zealand Bush: Issues of resilience and wellbeing. Asia-Pacific Journal of Research in Early Childhood Education, 12(2), 7–29.
  • Clarkin-Phillips, J. (2018). Explicit pedagogy for transforming habitus: Early childhood teachers as mediators of affordances for parents. New Zealand Journal of Educational Studies, 53(1), 83–99.
  • Mitchell, L., Wong, S., & Rameka, L. (2018). Editorial. Contemporary Issues in Early Childhood, 19(4), 325–327.
  • Carr, M., Clarkin-Phillips, J., Soutar, B., Clayton, L., Wipaki, M,. Wipaki-Hawkins, R., Cowie, B., & Gardner, S. (2018). Young children visiting museums: Exhibits, children and teachers co-author the journey. Children's Geographies, 16(5), 558–570.
  • Derby, M. (2018). ‘H’ is for Human Right: An Exploration of Literacy as a Key Contributor to Indigenous Self-Determination, Kairaranga, 19(2), 45-52.

2017

  • Mitchell, L., Bateman, A. J., Gerrity ,R., & Myint, H. (2017). Bridging transitions through cultural understanding and identity. In  N. Ballam, B. Perry B., & A. Garpelin (Eds.), Pedagogies of educational transitions European and antipodean research (pp. 29–42). Springer.
  • Peters, S. A., & Sandberg, G. (2017). Borderlands, bridges and rights of passage. In N. Ballam, B. Perry, & A. Garpelin (Eds.), Pedagogies of educational transitions European and antipodean research (pp. 223–237). Springer. 
  • Dockett, S,. Perry, B., Garpelin, A., EinarsdĂłttir, J, Peters, S. A, & Dunlop, A. (2017). Pedagogies of educational transition: Current emphases and future directions. In  N. Ballam, B. Perry B., &  A. Garpelin (Eds.), Pedagogies of educational transitions (pp. 275–292). Springer International Publishing. 
  • Ballam, N., Peters, S., & Paki, V. (2017). An international tertiary research partnership: Pedagogies of educational transitions. In R. McNae & B. Cowie (Eds.), Realising innovative partnerships in educational research (pp. 279–290). Sense Publishers.
  • Peters, S., & Sandberg, G. (2017). Borderlands, bridges and rites of passage. In  N. Ballam, B. Perry B., & A. Garpelin (Eds.), International perspectives on early childhood education and development (pp. 223–237). Springer. 
  • Mitchell, L., Bateman, A. J., Gerrity, R., & Myint, H. (2017). Bridging transitions through cultural understanding and identity. In  N. Ballam, B. Perry B., & A. Garpelin (Eds.), Pedagogies of educational transitions European and antipodean research (pp. 29–42). Springer.
  • Bateman, A., & Church, A. (2017). Children’s  knowledge-in-interaction: An introduction. In A. Bateman &  A. Church (Eds.), Children’s knowledge-in-interaction studies in conversation analysis (pp. 1–12). Springer. https://doi,org/10.1007/978-981-10-1703-2_1
  • Bateman, A., & Carr, M. (2017). Pursuing a telling: Managing a multi-unit turn in children’s storytelling. In A. Bateman & A. Church (Eds.), Children’s knowledge-in-interaction studies in conversation analysis (pp. 91–109). Springer. 
  • Indigenizing outdoor play in New Zealand: A conversation analysis approach. Bateman, A., Hohepa, M., & Bennett, T. (2017). In T. Waller, E. Arlemalm-Hagser, E. B. H. Sandseter, L. Lee-Hammond, K. Lekies, &  S.  Wyver (Eds.), SAGE handbook of outdoor play and learning (pp. 530–542). SAGE.
  • When the odds are stacked against: Leadership decisions that shift the odds. Clarkin-Phillips, J. (2017). In R. McNae, M. Morrison, & R. Notman (Eds.), Educational leadership in Aotearoa New Zealand: Issues of context and social justice (pp. 105–117). NZCER Press. 
  • 'It's a living, breathing entity': Research partnerships,  young children and the environment. Kelly, J., Dekker, M., Hawkes, K., Mackay, F., Sullivan, J., & Wright, G. (2017). In R. McNae & B. Cowie (Eds.), Realising innovative partnerships in educational research (pp. 157–168). Sense Publishers.
  • Bateman, A., Carr, M., &  Gunn, A. C. (2017). Children's use of objects in their storytelling. In  A. C. Gunn & C. A. Hruska (Eds.), Interactions in early childhood education: Recent research and emergent concepts (pp. 37–53). Springer. 
  • Mitchell, L. M., & Meagher-Lundberg, P. (2017). Brokering to support participation of disadvantaged families in early childhood education. British Educational Research Journal, 43(5), 962–967.
  • Mitchell, L., & Arndt S. (2017). Comment. Early Childhood Folio, 21(1), 1–2.
  • Mitchell, L. (2017). Discourses of economic investment and child vulnerability in early childhood education. Waikato Journal of Education, 22(1), 25–35.
  • Bateman, A.,& Church A. (2017). Children’s use of objects in an early years playground. European Early Childhood Education Research Journal, 25(1), 55–71.
  • Bateman, A. (2017). Hearing children’s voices through a conversation analysis approach. International Journal of Early Years Education, 25(3), 2411–256.
  • Gunnarsdottir, B., & Bateman, A. (2017). Toddler agency and conversation analysis. Early Childhood Folio, 21(1), 33–38.
  • Petrie, K., & Clarkin-Phillips, J. (2017). ‘Physical education’ in early childhood education. European Physical Education Review, 24(4), 503–519.
  • Pierce, G., & Clarkin-Phillips, J. (2017). Leading from a distance adopting a heterarchy for building leadership capacity. Early Childhood Folio, 21, 15–20.
  • Areljung, S., & Kelly-Ware, J. (2017). Navigating the risky terrain of children’s working theories. Early Years, 37(4), 370–385.
  • Rameka, L. (2017). Kia whakatōmuri te haere whakamua: ‘I walk backwards into the future with my eyes fixed on my past’. Contemporary Issues in Early Childhood, 17(4), 387–398.
  • Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens. Glasgow, A., & Rameka, L. (2017). International Critical Childhood Policy Studies, 6(1), 80–95.

2016

  • Mitchell, L, & A. J.  Bateman. (2016). Playing with diversity: Learning stories in early childhood. In A. Farrell 7 I. Samuelsson (Eds.), Diversity in the early years. Intercultural learning and teaching (pp. 57–75). Oxford University Press. PDF
  • Carr, M., Cowie,  B. M., & Mitchell, L. (2016). Documentation in early childhood research: Practice and research informing each other. In A. Farrell, S.L.  Kagan, & E. K. Tisdall (Eds.), The Sage handbook of early childhood research (pp. 277–290). SAGE. PDF
  • Mitchell, L., & Bateman, A. J. (2016). Playing with diversity: Learning stories in early childhood. In A. Farrell & I. Samuelsson I (Eds.), Diversity in the early years. intercultural learning and teaching (pp. 57–75). Oxford University Press. PDF on file
  • Bateman, A. J., Danby, S., & Howard, J. (2016). Living in a broken world: How young children’s well-being is supported through playing out their earthquake experiences. In C. Clark (Ed.), Play and wellbeing (pp. 44–61). Routledge. 
  • Theobald, M., Bateman, A., Busch, G., Laraghy, M., & Danby, S. (2016). "I'm your best friend": Peer interaction and friendship in a multilingual preschool. In L. Bass  (Ed.), Book series: Sociological studies of children and youth (pp. 171–196). Emerald. 
  • Rameka, L. (2016). Whakapapa: A Māori way of knowing and being in the world. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 532–537). Springer. 
  • Glasgow,  A., & Rameka, L. (2016). Maori and Pacific traditional caregiving practices: Voices from the community. In R. Toumu'a, K. Sanga, & S. Fua (Eds.), Weaving education theory and practice in Oceania. Selected papers from the second Vaka Pasifiki Education Conference (pp. 74–86). University of South Pacific.
  • Carr, M., Mitchell, L., & Rameka, L. (2016). Some thoughts about the value of an OECD international assessment framework for early childhood services in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 17(4), 450–454.
  • Mitchell, L. M., & Bateman, A. (2016). Comment. Early Childhood Folio, 20(1), 1–2.
  • Kelly, J. P., & Clarkin-Phillips, J. (2016). Letter from the Waikato. Early Education, 59(Autumn/Winter), 4–5. PDF
  • Kelly-Ware, J. P. (2016). 'What’s he doing that for? He’s a boy!’: Exploring gender and sexualities in an early childhood setting. Global Studies of Childhood, 6(1), 147–154.
  • Morgan, K., & Kelly-Ware, J. (2016). You have to start with something: Picture books to promote understandings of queer cultures, gender and family diversity. Early Childhood Folio, 20(1), 3–8.
  • Rameka, L., Glasgow, A., & Fitzgerald, M. (2016). Our voices: Culturally responsive, contextually located infant and toddler caregiving. Early Childhood Folio, 20, 3–9.
  • Rameka, L. (2016). Ngā tuakiri o te tangata: Being Māori in early childhood education. The Australian Journal of Indigenous Education, 46(1), 104–114.
  • Carr, M., Mitchell, L., & Rameka, L. (2016). Some thoughts about the value of an OECD international assessment framework for early childhood services in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 17(4), 450–454.

2015

  • Bateman D. A. (2015). Conversation analysis and early childhood education the co-production of knowledge and relationships. Ashgate Publishing.
  • Teaching & learning in culturally diverse early childhood centres. Mitchell, L., Bateman, A., Ouko, A., Gerrity, R.,  Lees, J., Matata, K., Myint, H.  H., Rapana, L., Taunga, A., & Xiao, W. (2015). Wilf Malcolm Institute of Educational Research.
  • International dimensions of play and transitions. Peters, S. (2015). In J. Moyles (Ed.), The excellence of play (pp. 286–296). Open University Press.
  • Babies, boys, boats and beyond. Children's working theories in the early years. Peters, S. A., & Davis, K. (2015). In S. Robson &  S.  Flannery Quinn (Eds.), The Routledge International handbook of young children's thinking and understanding (pp. 251–261). Routledge. 
  • Diversity and the early years. Peters, S., & Paki, V. (2015).  In A. Macfarlene, S.  Macfarlene, & M. Webber (Eds.), Sociocultural realities: Exploring new horizons (pp. 87–99). Canterbury University Press. 
  • Bateman, A. J., Danby, S., & Howard, J. (2015). Using conversation analysis for understanding children's talk about traumatic events. In M. O'Reilly & J. N. Lester (Eds.), The Palgrave handbook of child mental health (pp. 402–421). Palgrave Macmillan. 
  • Pulling the monstrosity of (hetero)normativity out of the closet: Teacher education as a problem and an answer. lisahunter, Futter-Puati, D., & Kelly, J. (2015).  In A. C. Gunn & L. A. Smith (Eds.), Sexual cultures in Aotearoa/New Zealand education (pp. 209–225). Otago University Press.
  • Re-claiming traditional Māori ways of knowing, being, and doing, to re-frame our realities and transform our worlds. Rameka, L. K., & Paul-Burke, K. (2015). In M. A. Peters & A. T.  Besley (Eds.), Paulo Freire The global legacy (pp. 261–271). Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften.
  • Paul-Burke, K., & Rameka, L. (2015). Kaitiakitanga - Active guardianship, responsibilities and relationships with the world: Towards a bio-cultural future In early childhood education. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 1–6). Springer. 
  • Peters S. (2015). International dimensions of play and transitions. In J. Moyles (Eds.), The excellence of play (pp. 286–296). Open University Press.
  • Mitchell, L. (2015). Shifting directions in ECEC policy in New Zealand: From a child rights to an interventionist approach. International Journal of Early Years Education, 23(3), 288–302. 
  • Cowie, B., & Mitchell, L. (2015). Equity as family/whānau opportunities for participation in formative assessment. Assessment Matters, 8(Special Issue), 119–141. 
  • Claiborne, L., Peters, S., & Brink, A. (2015). Shaking up human development: A reflection from Aotearoa New Zealand on Erica's Burman's contribution. Feminism & Psychology, 25(3), 381–387. 
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