Associate Professor Sally A. Peters
Head of School, Te Kura Toi Tangata School of Education
Qualifications: BEd MEd PhD Waik DipNZFKU DipT
My main research interests relate to transitions, key competencies and children’s thinking (working theories). These interests interweave, with a central focus on the ways in which learning can be fostered within and across settings, and some of the dilemmas associated with this. I have grown increasing interested in transitions across different aspects of the lifespan and transitions in thinking. Currently, I am fascinated by the notions of liminal spaces, borders and borderlands. This has extended into exploring cultural borders, and I have been privileged to be working in partnership with Māori researchers on a number of projects.
My publications reflect my ability to contribute new ideas to the discipline, engage in international peer-reviewed scholarship and also a commitment to present findings and theory in ways that make a difference to teachers and therefore to children. My research across the ECE and school sectors led to being part of the team re-writing the early childhood curriculum Te Whāriki (2017) and the Ministry of Education’s resource document for teachers on Transitions and Pathways.
Current doctoral thesis supervision
Archard, S. Young children's working theories: What can shape children's understandings of disability and difference?
Fenmachi, E. Parental involvement in early childhood learning: A Cameroon case study
Hayes, J. Unpacking the gap between ECE and school: Continuity and discontinuity over the transition to school
Woodhouse, H. Developing communities of practice to support families’ experiences of their children’s transition to school
Completed doctoral theses supervised
Flanagan, P. (2019). Unpacking the effects of power relations in childhood sexuality: A discursive analysis based on conversations with parents, teachers and counsellors
Kamenarac, O. (2019). Discursive constructions of teachers’ professional identities in early childhood policies and practice in Aotearoa New Zealand: complexities and contradictions
Hooker, T. (2016). Adults and children engaging with ePortfolios in an early childhood education setting
Williams, D. (2011). Unheard voices: The experiences of Maori Special Admission Entrants to university who have gained academic degrees
Current and recent research projects
2018-2019 Teacher Led Innovation Fund
ECE to Primary Transitions in Dannevirk: Critical friend working with a group of teachers in Dannevirke to explore and enhance transition processes across the kahui ako.
2018-2020 Private Organisation
Principal researcher leading a team to carry out an independent evaluation of an ECE pilot project. Funded by the organisation delivering the pilot programme.
Strengthening children’s relational competencies: Identifying key factors that impact on emotional and social resilience from pre-birth to 4.5 years: Member of a research team exploring secondary analysis of GUINZ data to explore emotional and social resilience,
2013-2016 IRSES Counterpart Fund administered by the Royal Society of New Zealand
Pedagogies of Educational Transitions [POET] Marie Curie International Research Staff Exchange Scheme [IRSES] project: New Zealand team leader for a four year IRSES involving teams of researchers from Sweden, Iceland, Scotland, Australia and New Zealand.
2015-2016 Teaching & Learning Research Initiative (TLRI)
Nurturing and encouraging young children’s identity, language and culture in the early years: Research associate on a project with CORE Education exploring how young children express and develop working theories about identity, language and culture.
2014-2015 Teaching & Learning Research Initiative (TLRI)
Riariakina ō rongo hirikapo: Research team member in a cross-sector project on tamariki moving from kōhanga reo to kura classrooms.
2011-2013 Teaching & Learning Research Initiative (TLRI)
Learning journeys from early childhood into school: Co-director on a three-year Category A project which explored a range of transition issues with a view to supporting children’s learning journeys and enhancing transition experiences for children, families and teachers.
Peters, S. (2019). Working together effectively. Ako, The Community Issue(Winter), 7. Open Access version: https://hdl.handle.net/10289/14127
Bond, L., Brown, J., Hutchings, J., & Peters, S. (2019). A collaborative approach to transitions in Dannevirke. Early childhood folio, 23(2), 18-23. doi:10.18296/ecf.0066
Peters, S. (2018). Exploring new approaches to pathways from early childhood education to school. Early Childhood Folio, 22(1), 21-26. doi:10.18296/ecf.0048
Peters, S., Davis, K., & McKenzie, R. (2018). Children’s working theories as curriculum outcomes. In C. Trevarthen, J. Delafield-Butt, & A. -W. Dunlop (Eds.), The Child's Curriculum Working with the Natural Values of Young Children (pp. 296-310). Oxford University Press.
Find more research publications by Sally Peters
Children; Early Childhood Learning; Early Childhood/Early Years Education; Education; Human Development; Learning; Teaching and Learning