Alvestad, Marit1 marit.alvestad@uis.noDuncan, Judith2 judith.duncan@stonebow.otago.ac.nz. (2006). ‘THE VALUE IS ENORMOUS -- IT’S PRICELESS I THINK!’ NEW ZEALAND PRESCHOOL TEACHERS’ UNDERSTANDINGS OF THE EARLY CHILDHOOD CURRICULUM IN NEW ZEALAND -- A COMPARATIVE PERSPECTIVE. International Journal of Early Childhood, 38(1), 31–45. http://search.ebscohost.com.ezproxy.waikato.ac.nz/login.aspx?direct=true&db=ehh&AN=20046129&site=ehost-live
Bronfenbrenner, U. (1979). Basic concepts. In The ecology of human development: experiments by nature and design (pp. 16–42). Harvard University Press. https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?ppg=35&docID=3300702&tm=1488491676153
Carr, M., & May, H. (2000). Curriculum voices. In Early childhood services: theory, policy, and practice (pp. 53–73). Open University Press.
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Corine M. P. Rivalland and Joce Nuttall. (2010). Sameness-as-fairness: Early childhood professionals negotiating multiculturalism in childcare. 14(1). http://www.nzcer.org.nz.ezproxy.waikato.ac.nz/nzcerpress/early-childhood-folio/articles/sameness-fairness-early-childhood-professionals-negotiatin
Dahlberg, G., Pence, A., & Moss, P. (2013). Minority directions in the majority world: threats and possibilities [Electronic resource]. In Beyond Quality in Early Childhood Education and Care: Languages of Evaluation (3rd ed, pp. 168–197). Taylor and Francis. http://waikato.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=8074144050003401&institutionId=3401&customerId=3400
Dale, R. (2008). Globalisation and education in Aotearoa/New Zealand. In Nga kaupapa here: connections and contradictions in education (pp. 25–35). Cengage Learning.
DUHN, I. (2010). ‘The Centre is My Business’: neo-liberal politics, privatisation and discourses of professionalism in New Zealand. Contemporary Issues in Early Childhood, 11(1). https://doi.org/10.2304/ciec.2010.11.1.49
Gandini, L. (2004). Foundations of the Reggio Emilia approach. In Next steps toward teaching the Reggio way: accepting the challenge to change (2nd ed, pp. 13–26). Pearson/Merrill/Prentice Hall.
Gandini, L. (2011). History, ideas and basic principles: An interview with Loris Malaguzzi. In The Hundred Languages of Children: The Reggio Emilia Experience in Transformation (3rd Revised edition, pp. 27–71). ABC-CLIO. http://waikato.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=8074215690003401&institutionId=3401&customerId=3400
Guo, Karen; Qu, YingHui. (n.d.). From a Chinese kindergarten: A personal journey. Early Education, 51, 12–16. http://search.informit.com.au.ezproxy.waikato.ac.nz/documentSummary;dn=033784132905992;res=IELHSS
Hill, L., Stremmel, A., & Fu, V. (2005). The child as cultural invention. In Teaching as inquiry: rethinking curriculum in early childhood education (pp. 77–92). Pearson/Allyn & Bacon.
Huo, L. (2015). The centennial change from imitation to innovation:Early childhood education and curriculum reform in China. In L. Huo, S. B. Neuman, & A. Nanakida (Eds.), Early childhood education in three cultures: China, Japan and the United States: Vol. New frontiers of educational research (pp. 3–24). Springer. https://link-springer-com.ezproxy.waikato.ac.nz/chapter/10.1007/978-3-662-44986-8_1
Jayne White, E., & Pramling-Samuelsson, I. (2014). Global Crisis: Local reality?: An international analysis of ‘crisis’ in the early years. Educational Philosophy and Theory, 46(9), 1036–1051. https://doi.org/10.1080/00131857.2014.931007
Joseph Tobin. (2013). The Preschool in Three Cultures Revisited. https://waikato.kanopystreaming.com/video/preschool-three-cultures-revisited
Judith Duncan. (2006). Aspiring to quality—culturally constructed. 10. http://www.nzcer.org.nz.ezproxy.waikato.ac.nz/nzcerpress/early-childhood-folio/articles/aspiring-quality%E2%80%94culturally-constructed
Knight, S. (2013). The impact of forest school on education for sustainable development in the early years in England. In International Perspectives on Forest School: Natural Spaces to Play and Learn (pp. 1–11). Sage Publications (CA). http://site.ebrary.com.ezproxy.waikato.ac.nz/lib/waikato/detail.action?docID=10837707
Merlyne Cruz. (2013). Building culturally respectful learning spaces for Aboriginal children. 17(2). http://www.nzcer.org.nz.ezproxy.waikato.ac.nz/nzcerpress/early-childhood-folio/articles/building-culturally-respectful-learning-spaces-aboriginal-
Mitchell, Linda; Ouko, Amondi. (n.d.). Experiences of Congolese refugee families in New Zealand: Challenges and possibilities for early childhood provision. Australasian Journal of Early Childhood, 37(1), 99–107. http://search.informit.com.au.ezproxy.waikato.ac.nz/documentSummary;dn=216951926564233;res=IELHSS
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Penn, H. (2005). Global inequalities. In Unequal childhoods: young children’s lives in poor countries: Vol. Contesting early childhood series (pp. 1–18). Routledge. https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?ppg=16&docID=198471&tm=1518383644244
Rinaldi, C. (2006). The space of childhood. In In dialogue with Reggio Emilia: listening, researching and learning (pp. 77–88). Routledge.
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Rogoff, B. (2003). Orienting concepts and ways of understanding the cultural nature of human development. In The cultural nature of human development (pp. 3–36). Oxford University Press. https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?ppg=18&docID=272865&tm=1518383752030
Samuelsson, Ingrid Pramling1 Ingrid.Pramling@ped.gu.seSheridan, Sonja2 Sonja.Sheridan@ped.gu.seWilliams, Pia2 Pia.Williams@ped.gu.se. (2006). International Journal of Early Childhood. 38(1), 11–30. http://search.ebscohost.com.ezproxy.waikato.ac.nz/login.aspx?direct=true&db=ehh&AN=20046128&site=ehost-live
Sandberg, Anette; Arlemalm-Hagser, Eva. (n.d.). The Swedish National Curriculum: Play and Learning with Fundamental Values in Focus. Australasian Journal of Early Childhood, 36(1), 44–50. http://search.informit.com.au.ezproxy.waikato.ac.nz/documentSummary;dn=950357047201592;res=IELHSS
Sanders, B. (2009). Childhood in different cultures. In An introduction to early childhood studies (2nd ed, pp. 53–64). SAGE.
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Sonja Arndt. (2014). Shifting realities: Immigrant teacher transitions into early childhood settings in Aotearoa New Zealand. 18(2). http://www.nzcer.org.nz.ezproxy.waikato.ac.nz/nzcerpress/early-childhood-folio/articles/shifting-realities-immigrant-teacher-transitions-early
Starting well: Benchmarking early education across the world. (n.d.). http://www.lienfoundation.org/sites/default/files/sw_report_2.pdf
SUMSION, J., & WONG, S. (2011). Interrogating ‘Belonging’ in Belonging, Being and Becoming: the Early Years Learning Framework for Australia. Contemporary Issues in Early Childhood, 12(1). https://doi.org/10.2304/ciec.2011.12.1.28
Sumsion, JenniferBarnes, SallyCheeseman, SandraHarrison, LindaKennedy, AnneStonehouse, Anne. (2009). Insider perspectives on developing Belonging, Being & Becoming: The Early Years Learning Framework for Australia. Australasian Journal of Early Childhood, 34(4), 4–13. http://search.ebscohost.com.ezproxy.waikato.ac.nz/login.aspx?direct=true&db=ehh&AN=48298707&site=ehost-live
Te One, S. (2013). Te Whāriki: Historical accounts and contemporary influences 1990-2012. In Weaving Te Whåariki: Aotearoa New Zealand’s early childhood curriculum framework in theory and practice (2nd ed, pp. 7–34). NZCER Press.
Thornton, L., & Brunton, P. (2014). Understanding the Reggio Approach: Early years education in practice: Vol. Understanding the… Approach (3rd ed) [Electronic resource]. Taylor and Francis. http://waikato.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=8068990820003401&institutionId=3401&customerId=3400
Tobin, J. (2005). Quality in Early Childhood Education: An Anthropologist’s Perspective. Early Education & Development, 16(4), 421–434. https://doi.org/10.1207/s15566935eed1604_3
Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Looking across time and cultures [Electronic resource]. In Preschool in three cultures revisited: China, Japan, and the United States (pp. 224–248). The University of Chicago Press. http://waikato.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=8074215670003401&institutionId=3401&customerId=3400
Townsend,-Cross M. (n.d.). Indigenous Australian perspectives in early childhood education. Australian Journal of Early Childhood, 29(4), 1–6. http://search.informit.com.au.ezproxy.waikato.ac.nz/documentSummary;dn=143967;res=AEIPT
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Williams-Siegfredson, J. (2012). Understanding the Danish forest school approach: early years education in practice: Vol. Understanding the ... approach. Routledge. http://ebookcentral.proquest.com/lib/waikato/detail.action?docID=958785
