Areljung, S., & Kelly-Ware, J. (2016). Navigating the risky terrain of children’s working theories. Early Years, 1–16. https://doi.org/10.1080/09575146.2016.1191441
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Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings (6th edition). Cengage Learning. https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/detail.action?docID=1990997
Blaiklock, K. (2010). Te Whāriki, the New Zealand early childhood curriculum: is it effective? International Journal of Early Years Education, 18(3), 201–212. https://doi.org/10.1080/09669760.2010.521296
Blaiklock, Ken E. (n.d.). Assessment in New Zealand Early Childhood Settings: A Proposal to Change from Learning Stories to Learning Notes. Early Education, 48, 5–10. http://ezproxy.waikato.ac.nz/login?url=http://search.informit.com.au/documentSummary;dn=146860374881019;res=IELHSS
Carr, M. (2001). Assessment in early childhood settings: learning stories. Paul Chapman.
Carr, M. (2008). Can assessment unlock and open the doors to resourcefulness and agency? In UNLOCKING ASSESSMENT. (pp. 36–54). ROUTLEDGE. http://waikato.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=8072185170003401&institutionId=3401&customerId=3400
Carr, M., & Lee, W. (2012). Agency and dialogue. In Learning stories: constructing learner identities in early education (pp. 41–61). SAGE. https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?docID=880780&ppg=58
Claxton *, G., & Carr, M. (2004). A framework for teaching learning: the dynamics of disposition. Early Years, 24(1), 87–97. https://doi.org/10.1080/09575140320001790898
Cowie, B., & Carr, M. (2004). The consequences of socio-cultural assessment [Electronic resource]. In Early childhood education: society and culture (pp. 95–106). SAGE. https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?docID=254603&ppg=110
Dreaver, K., Carr, M., Lee, W., Jones, C., New Zealand. Ministry of Education, & New Zealand. Learning Media. (2004). Kei tua o te pae: assessment for learning : early childhood exemplars Books 1-20. Published for the Ministry of Education by Learning Media. http://www.education.govt.nz/early-childhood/teaching-and-learning/assessment-for-learning/kei-tua-o-te-pae-2/
Drummond, M.-J. (2008). Assessment and values: a close and necessary relationship [Electronic resource]. In Unlocking assessment: understanding for reflection and application: Vol. v.1 (pp. 3–19). Routledge. https://www-taylorfrancis-com.ezproxy.waikato.ac.nz/books/e/9780203930939/chapters/10.4324/9780203930939-9
Gunn, A., & de Vocht van Alphen, L. (2011). Seeking social justice and equity through narrative assessment in early childhood education. International Journal of Equity and Innovation in Early Childhood, 9(1), 31–43.
Hargraves, V. (2013). Teaching practices to support children’s construction of knowledge: working theories in early childhood education. In A. Grey & B. Clark (Eds.), Ngåa Hurihanga Ako Kohungahunga =: Transformative teaching practices in early childhood education (pp. 49–60). Pearson.
Hedges, H. (2008). ‘Even when we’re big we’ll still be friends’. Working theories in children’s learning. Early Childhood Folio, 12, 2–6. https://www-nzcer-org-nz.ezproxy.waikato.ac.nz/nzcerpress/early-childhood-folio/articles/even-when-we-re-big-we-ll-still-be-friends%E2%80%9D-working-theori
Hedges, H. (2011). Connecting ‘snippets of knowledge’: teachers’ understandings of the concept of working theories. Early Years, 31(3), 271–284. https://doi.org/10.1080/09575146.2011.606206
Hedges, H., & Jones, S. (2012). Children’s working theories: the neglected sibling of Te Whāriki’s learning outcomes. Early Childhood Folio, 16(1). https://www-nzcer-org-nz.ezproxy.waikato.ac.nz/nzcerpress/early-childhood-folio/articles/childrens-working-theories-neglected-sibling-te-wh-rikis
Lee, W., Carr, M., Soutar, B., & Mitchell, L. (2013). The development of Te Whāriki [Electronic resource]. In Understanding the Te Whariki Approach: Early years education in practice (pp. 15–28). Taylor and Francis. https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?docID=1114645&ppg=28
Lesley Rameka. (2012). Whakapapa: Culturally valid assessment in early childhood. 16(No. 2). http://ezproxy.waikato.ac.nz/login?url=http://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/whakapapa-culturally-valid-assessment-early-childhood
McLachlan, C., Fleer, M., & Edwards, S. (2010). Development and learning- how views of development shape how curriculum is framed. In Early childhood curriculum: planning, assessment and implementation (pp. 34–50). Cambridge University Press.
Moss, P., Dahlberg, G., Grieshaber, S., Mantovani, S., May, H., Pence, A., Rayna, S., Swadener, B. B., & Vandenbroeck, M. (2016). The Organisation for Economic Co-operation and Developments International Early Learning Study: Opening for debate and contestation. Contemporary Issues in Early Childhood, 17(3), 343–351. https://doi.org/10.1177/1463949116661126
Peters, S., & Davis, K. (2011). Fostering children’s working theories: pedagogic issues and dilemmas in New Zealand. Early Years, 31(1), 5–17. https://doi.org/10.1080/09575146.2010.549107
Rameka, L. K. (2011). Being Māori: culturally relevant assessment in early childhood education. Early Years, 31(3), 245–256. https://doi.org/10.1080/09575146.2011.614222
Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five preschool curricula —comparative perspective. International Journal of Early Childhood, 38(1), 11–30. https://doi.org/10.1007/BF03165975
Soler, J., & Miller, L. (2003). The Struggle for Early Childhood Curricula: A comparison of the English Foundation Stage Curriculum, Te Wha¨riki and Reggio Emilia. International Journal of Early Years Education, 11(1), 57–68. https://doi.org/10.1080/0966976032000066091
Sumsion, Jennifer; Cheeseman, Sandra; Kennedy, Anne; Barnes, Sally; Harrison, Linda; Stonehouse, Anne. (n.d.). Insider perspectives on developing Belonging, Being and Becoming. Australasian Journal of Early Childhood, 34(4), 4–13. http://ezproxy.waikato.ac.nz/login?url=http://search.informit.com.au/documentSummary;dn=181039;res=AEIPT
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.
Te Whatu Pokeka. Kaupapa Māori Assessment for learning. (n.d.). https://www.education.govt.nz/early-childhood/teaching-and-learning/assessment-for-learning/te-whatu-pokeka-english/
Walker, R. (2008). The philosophy of Te Whatu Pokeka. The First Years: New Zealand Journal of Infant and Toddler Education=Nga Tau Tuatahi, 10(2), 5–10.
Wiliam, D. (2011). The case for formative assessment. In Embedded formative assessment (pp. 27–50). Solution Tree Press.
