Early Years Research Centre Publications

2023

• Mātai mokopuna – he tirohanga wairua, hinengaro, tinana, whatumanawa (opens in a new tab). McMillan, H. (Project Director), & Mitchell, L. (Advisor). (2023). Te Kōhanga Reo ki Rotokawa.

2022

• Music programs for young children during the COVID-19 pandemic: Stories from across the world (opens in a new tab). 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
• Language as context: A case of early literacy practices in New Zealand and Sweden (opens in a new tab). Bateman A, & Cekaite A. (2022). International Journal of Early Years Education, 30(1), 55–70.  DOI: 10.1080/09669760.2022.2029365
• Engaging and developing community in digital spaces: Approaches from the Editorial Development Group (opens in a new tab). 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. https://doi.org/10.1093/OBO/9780199756810-0278 (opens in a new tab)
• Rameka, L., Ham, R., & Mitchell, L. (2021). Pōwhiri: The ritual of encounter. Contemporary Issues in Early Childhood. https://doi.org/10.1177/1463949121995591 (opens in a new tab)
• 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. https://doi.org/10.18296/ecf.0088 (opens in a new tab)
• Mitchell, L. (2021). Early childhood education in Aotearoa in a post-Covid world. The New Zealand Annual Review of Education, 25, 39–56. https://doi.org/10.26686/nzaroe.v25.6913 (opens in a new tab)
• 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, 1–18. https://doi.org/10.1080/1177083x.2021.1970584 (opens in a new tab)
• 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. https://doi.org/10.1177/1463949121995591 (opens in a new tab)
• 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. https://doi.org/10.1080/1177083X.2021.1922466 (opens in a new tab)
• 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. https://doi.org/10.1177/1463949121989362 (opens in a new tab)
• Kamenarac, O. (2021). Problematising constructions of ‘expert teachers’ and ‘vulnerable children’ in New Zealand Early Childhood. International Journal of Early Years Education, 1–16. https://doi.org/10.1080/09669760.2021.1892602 (opens in a new tab)

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 Aotūroa 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. https://doi.org/10.1007/978-3-658-28193-9_10 (opens in a new tab)
• 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, University of Waikato. 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 (opens in a new tab). 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. https://doi.org/10.26686/nzaroe.v24i0.6330 (opens in a new tab)
• Mitchell, L., & Khoo, E. (2020). Comment. Early Childhood Folio, 24(1), 1–2. https://doi.org/10.18296/ecf.0072 (opens in a new tab)
• Bateman, A. (2020). Young children's affective stance through embodied displays of emotion during tellings. Text and Talk, 40(5). https://doi.org/10.1515/text-2020-2077 (opens in a new tab)
• 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. https://doi.org/10.1080/13664530.2020.1812708 (opens in a new tab)
• 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. https://doi.org/10.18296/ecf.0084 (opens in a new tab)
• 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. https://www.elp.co.nz/files/ecartnz%20issue%2019%20for%20students[1].pdf (opens in a new tab)
• Kelly, J. (2020). A bit of STEAM. ecARTnz Special Issue. https://www.elp.co.nz/files/ecartnz_Special_Issue_2020.pdf (opens in a new tab)
• 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. https://doi.org/10.15663/tandc.v20i1.350 (opens in a new tab)
• 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. https://doi.org/10.18296/ecf.0083 (opens in a new tab)
• 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. https://doi.org/10.1080/00131857.2020.1835648 (opens in a new tab)
• 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. https://doi.org/10.1177/1321103x20924139 (opens in a new tab)
• 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. https://doi.org/10.1080/03004430.2020.1865941 (opens in a new tab)
• Church, A., & Bateman, A. (2020). Conversation analytic role-play method (CARM) for early childhood teacher education. Teacher Development, 24(5), 652–668. https://doi.org/10.1080/13664530.2020.1820371 (opens in a new tab)
• 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 https://doi.org/10.1177/1468798420955222 (opens in a new tab)
• 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. https://www.springer.com/us/book/9789811317910 (opens in a new tab)
• 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. https://doi.org/10.1007/978-981-13-1793-4_4 (opens in a new tab)
• 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. https://doi.org/10.1007/978-981-13-1793-4_6 (opens in a new tab)
• 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. https://doi.org/10.1007/978-981-13-1793-4_7 (opens in a new tab)
• 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. https://doi.org/10.1007/978-981-13-1793-4_3 (opens in a new tab)
• 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. https://doi.org/10.1007/978-981-13-1793-4_2 (opens in a new tab)
• 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. https://doi.org/10.1007/978-981-13-1793-4_1 (opens in a new tab)
• 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. https://doi.org/10.1007/978-981-13-1793-4_8 (opens in a new tab)
• 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. https://doi.org/10.1007/978-981-13-1793-4_5 (opens in a new tab)
• 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. https://doi.org/10.1007/978-3-030-17791-1_7 (opens in a new tab)
• 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. https://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/what-do-they-do-all-day-exploring-complexity-early (opens in a new tab)
• Bond, L., Brown, J., Hutchings, J., & Peters, S. (2019). A collaborative approach to transitions in Dannevirke. Early childhood folio, 23(2), 18–23. https://doi.org/10.18296/ecf.0066 (opens in a new tab)
• Peters, S. (2019). Working together effectively. Ako, The Community Issue (opens in a new tab) (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. https://doi.org/10.1080/09575146.2019.1621804 (opens in a new tab)
• 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. https://doi.org/10.1080/10901027.2019.1654049 (opens in a new tab)
• 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. https://doi.org/10.18296/ecf.0062 (opens in a new tab)
• Clarkin-Phillips, J. (2019). Leadership in ECE: A conversation with Professor Margaret Car. Journal of Educational Leadership, Policy and Practice, 33(1), 82–85. https://doi.org/10.21307/jelpp-2018-008 (opens in a new tab)
• Clarkin-Phillips, J., & Michele, M. (2019). Editorial. Journal of Educational Leadership, Policy and Practice, 33(1), 1–4. https://doi.org/10.21307/jelpp-2018-001 (opens in a new tab)
• Kelly, J. (2019). An ‘open letter to teachers’. Teachers and Curriculum, 19(1), 55–60. https://doi.org/10.15663/tandc.v19i1.335 (opens in a new tab)
• Kelly-Ware, J. P. (2019). Position and perspective: Research connections and tensions in a kindergarten community. The Ethnographic Edge, 3(1), 7–7. https://doi.org/10.15663/tee.v3i1.50 (opens in a new tab)
• 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. https://doi.org/10.18296/ecf.0070 (opens in a new tab)
• 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. http://www.vaspitacns.edu.rs/obavestenja/KRUGOVI%201_2019_naslovna.pdf (opens in a new tab)
• 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. https://doi.org/10.1016/j.pragma.2019.01.022 (opens in a new tab)
• 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. https://doi.org/10.1007/s13158-019-00250-7 (opens in a new tab)
• Kamenarac, O. (2019). Who am I as an early childhood teacher? Who would I like to be? Early Childhood Folio, 23(1), 10–15. https://doi.org/10.18296/ecf.0060

2018

• Mitchell L, Furness J, Cowie B, Taylor M. (2018). Family and community partnerships in education. In  (Eds.), Oxford Bibliographies (–). Oxford University Press. https://doi.org/10.1093/obo/9780199756810-0197 (opens in a new tab)
• 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. https://doi.org/10.1177/1463949118781909 (opens in a new tab)
• Bateman, A. (2018). Ventriloquism as early literacy practice: making meaning in pretend play. Early Years, 38(1), 68–85. https://doi.org/10.1080/09575146.2016.1254162 (opens in a new tab)
• 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. https://doi.org/10.1177/1463949118781349 (opens in a new tab)
• Peters, S. (2018). Exploring new approaches to pathways from early childhood education to school. Early Childhood Folio, 22(1), 21–26. https://doi.org/10.18296/ecf.0048 (opens in a new tab)
• 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. https://doi.org/10.1007/s13158-018-0211-2 (opens in a new tab)
• 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. 
• Kelly-Ware, J. (2018). The influence of frozen young children, performative gender, and popular culture. Early Childhood Education Journal, 22(2), 3–7. https://doi.org/10.18296/ecf.0052 (opens in a new tab)
• Stuart, M. J., & Rameka, L. K. (2018). Prismatic storying: Making visible multi coloured codes. Knowledge Cultures, 6(1), 79–96. https://doi.org/10.22381/KC6120187 (opens in a new tab)
• 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. https://doi.org/10.17206/apjrece.2018.12.2.7 (opens in a new tab)
• 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. https://doi.org/10.1007/s40841-018-0104-9 (opens in a new tab)
• Mitchell, L., Wong, S., & Rameka, L. (2018). Editorial. Contemporary Issues in Early Childhood, 19(4), 325–327. https://doi.org/10.1177/1463949118816398 (opens in a new tab)
• 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. https://doi.org/10.1080/14733285.2018.1480750 (opens in a new tab)
• 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. https://doi.org/10.1007/978-3-319-43118-5 (opens in a new tab)
• Dockett, S,. Perry, B., Garpelin, A., Einarsdóttir, 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. https://doi.org/10.1007/978-3-319-43118-5_17 (opens in a new tab)
• 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. https://doi.org/10.1007/978-3-319-43118-5_14 (opens in a new tab)
• 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 (opens in a new tab)
• 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. https://doi.org/10.1007/978-981-10-1703-2_6 (opens in a new tab)
• Indigenizing outdoor play in New Zealand: A conversation analysis approach (opens in a new tab). 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 (opens in a new tab). 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 (opens in a new tab). 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. https://doi.org/10.1007/978-981-10-4879-1_4 (opens in a new tab)
• 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. https://doi.org/10.1002/berj.3296 (opens in a new tab)
• Mitchell, L., & Arndt S. (2017). Comment. Early Childhood Folio, 21(1), 1–2. https://doi.org/10.18296/ecf.0029 (opens in a new tab)
• Mitchell, L. (2017). Discourses of economic investment and child vulnerability in early childhood education. Waikato Journal of Education, 22(1), 25–35. https://doi.org/10.15663/wje.v22i1.552 (opens in a new tab)
• 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. https://doi.org/10.1080/1350293X.2016.1266221 (opens in a new tab)
• Bateman, A. (2017). Hearing children’s voices through a conversation analysis approach. International Journal of Early Years Education, 25(3), 2411–256. https://doi.org/10.1080/09669760.2017.1344624 (opens in a new tab)
• Gunnarsdottir, B., & Bateman, A. (2017). Toddler agency and conversation analysis. Early Childhood Folio, 21(1), 33–38. http://dx.doi.org/10.18296/ecf.0030 (opens in a new tab)
• Petrie, K., & Clarkin-Phillips, J. (2017). ‘Physical education’ in early childhood education. European Physical Education Review, 24(4), 503–519. https://doi.org/10.1177/1356336X16684642 (opens in a new tab)
• Pierce, G., & Clarkin-Phillips, J. (2017). Leading from a distance adopting a heterarchy for building leadership capacity. Early Childhood Folio, 21, 15–20. https://doi.org/10.18296/ecf.0040 (opens in a new tab)
• Areljung, S., & Kelly-Ware, J. (2017). Navigating the risky terrain of children’s working theories. Early Years, 37(4), 370–385. https://doi.org/10.1080/09575146.2016.1191441 (opens in a new tab)
• 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. https://doi.org/10.1177/1463949116677923 (opens in a new tab)
• Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens (opens in a new tab). 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. 
• 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. 
• 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. https://doi.org/10.1108/S1537-466120160000021009 (opens in a new tab)
• 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. https://doi.org/10.1007/978-981-287-532-7_172-1 (opens in a new tab)
• 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. https://doi.org/10.1177/1463949116680705 (opens in a new tab)
• Mitchell, L. M., & Bateman, A. (2016). Comment. Early Childhood Folio, 20(1), 1–2. http://dx.doi.org/10.18296/ecf.0015 (opens in a new tab)
• Kelly, J. P., & Clarkin-Phillips, J. (2016). Letter from the Waikato. Early Education, 59(Autumn/Winter), 4–5. 
• 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. https://doi.org/10.1177/2043610615624519 (opens in a new tab)
• 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. https://doi.org/10.18296/ecf.0016 (opens in a new tab)
• Rameka, L., Glasgow, A., & Fitzgerald, M. (2016). Our voices: Culturally responsive, contextually located infant and toddler caregiving. Early Childhood Folio, 20, 3–9. https://doi.org/10.18296/ecf.0023 (opens in a new tab)
• Rameka, L. (2016). Ngā tuakiri o te tangata: Being Māori in early childhood education. The Australian Journal of Indigenous Education, 46(1), 104–114. https://doi.org/10.1017/jie.2016.13 (opens in a new tab)
• 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. https://doi.org/10.1177/1463949116680705 (opens in a new tab)

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 (opens in a new tab). 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 (opens in a new tab). 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 (opens in a new tab). 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 (opens in a new tab). 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. https://doi.org/10.1057/9781137428318 (opens in a new tab)
• Pulling the monstrosity of (hetero)normativity out of the closet: Teacher education as a problem and an answer (opens in a new tab). 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 (opens in a new tab). 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. https://doi.org/10.1007/978-981-287-532-7_54-1 (opens in a new tab)
• 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. https://doi.org/10.1080/09669760.2015.1074557 (opens in a new tab)
• Cowie, B., & Mitchell, L. (2015). Equity as family/whānau opportunities for participation in formative assessment. Assessment Matters, 8(Special Issue), 119–141. https://doi.org/10.18296/am.0007 (opens in a new tab)
• 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. https://doi.org/10.1177/0959353515570920 (opens in a new tab)
• Peters, S. A., & Roberts, J. (2015). Transitions from early childhood education to primary school. An interview with Sally Peters. Set Research Information for Teachers, 2, 3–8. https://doi.org/10.18296/set.0012 (opens in a new tab)
• Davis, K., Bird, C., O’Connor, R., Rees, H., Spencer, S., Paki, V., & Peters, S. (2015). Beyond the gate: A case study of dispositional learning from kindergarten to school. Early Childhood Folio, 19(1), 25–30. https://doi.org/10.18296/ecf.0005 (opens in a new tab)
• Peters, S. A., & Kelly, J. (2015). Exploring children’s perspectives: Multiple ways of seeing and knowing the child. Waikato Journal of Education, 20th Anniversary Collection, 13–22. https://wje.org.nz/index.php/WJE/article/view/219/236 (opens in a new tab)
• Niemi K, Bateman A. (2015). 'Cheaters and stalkers': Accusations in a classroom. Discourse Studies, 17(1), 83–98. https://doi.org/10.1177/1461445614557755 (opens in a new tab)
• A Māori and Pacific lens on infant and toddler provision in early childhood education (opens in a new tab). Rameka, L. K., & Glasgow, A. (2015). MAI Journal, 4(2), 134–150.
• Hindle, R., Hynds, A. S., Phillips, H., & Rameka, L. (2015). Being, flow and knowledge in Māori arts education: Assessing Indigenous creativity. The Australian Journal of Indigenous Education, 44(1), 85–93. https://doi.org/10.1017/jie.2015.7 (opens in a new tab)
• Rameka, L. (2015). E tipu e rea. Messages for early childhood practices. Early Childhood Folio, 19, 3–7. https://doi.org/10.18296/ecf.0009 (opens in a new tab)
• Rameka, L. (2015). Te ira atua: The spiritual spark of the child. He Kupu The Word, 4(2), 82–92. 
• Paki, V., & Peters, S. (2015). Exploring whakapapa (genealogy) as a cultural concept to mapping transition journeys, understanding what is happening and discovering new insights. Waikato Journal of Education, 20(2), 49–60. https://doi.org/10.15663/wje.v20i2.205 (opens in a new tab)
• Rameka, L. (2015). Whatu: A Māori approach to research. Waikato Journal of Education, 20(2), 39–48. https://doi.org/10.15663/wje.v20i2.204 (opens in a new tab)
• Waters, J., & Bateman, A. (2015). Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal, _online 23(2), 264–276. https://doi.org/10.1080/1350293x.2013.798099