Areljung, S. and Kelly-Ware, J. (2016) ‘Navigating the risky terrain of children’s working theories’, Early Years, pp. 1–16. Available at: https://doi.org/10.1080/09575146.2016.1191441.
Arthur, L. et al. (2012) ‘Curriculum approaches and pedagogies’, in Programming & planning in early childhood settings. 5th ed. South Melbourne, Vic: Cengage Learning Australia, pp. 207–256.
Arthur, L. et al. (2015) Programming and planning in early childhood settings. 6th edition. South Melbourne, Vic: Cengage Learning. Available at: 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), pp. 201–212. Available at: https://doi.org/10.1080/09669760.2010.521296.
Blaiklock, Ken E (no date) ‘Assessment in New Zealand Early Childhood Settings: A Proposal to Change from Learning Stories to Learning Notes’, Early Education, 48, pp. 5–10. Available at: 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. London: Paul Chapman.
Carr, M. (2008) ‘Can assessment unlock and open the doors to resourcefulness and agency?’, in UNLOCKING ASSESSMENT. LONDON: ROUTLEDGE, pp. 36–54. Available at: http://waikato.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=8072185170003401&institutionId=3401&customerId=3400.
Carr, M. and Lee, W. (2012) ‘Agency and dialogue’, in Learning stories: constructing learner identities in early education. London: SAGE, pp. 41–61. Available at: https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?docID=880780&ppg=58.
Claxton *, G. and Carr, M. (2004) ‘A framework for teaching learning: the dynamics of disposition’, Early Years, 24(1), pp. 87–97. Available at: https://doi.org/10.1080/09575140320001790898.
Cowie, B. and Carr, M. (2004) ‘The consequences of socio-cultural assessment’, in Early childhood education: society and culture. London: SAGE, pp. 95–106. Available at: https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?docID=254603&ppg=110.
Dreaver, K. et al. (2004) Kei tua o te pae: assessment for learning : early childhood exemplars Books 1-20. Wellington, N.Z.: Published for the Ministry of Education by Learning Media. Available at: 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’, in Unlocking assessment: understanding for reflection and application. Abingdon, Oxon: Routledge, pp. 3–19. Available at: https://www-taylorfrancis-com.ezproxy.waikato.ac.nz/books/e/9780203930939/chapters/10.4324/9780203930939-9.
Gunn, A. and 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), pp. 31–43.
Hargraves, V. (2013) ‘Teaching practices to support children’s construction of knowledge: working theories in early childhood education’, in A. Grey and B. Clark (eds) Ngåa Hurihanga Ako Kohungahunga =: Transformative teaching practices in early childhood education. Auckland: Pearson, pp. 49–60.
Hedges, H. (2008) ‘“Even when we’re big we’ll still be friends”. Working theories in children’s learning’, Early Childhood Folio, 12, pp. 2–6. Available at: 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), pp. 271–284. Available at: https://doi.org/10.1080/09575146.2011.606206.
Hedges, H. and Jones, S. (2012) ‘Children’s working theories: the neglected sibling of Te Whāriki’s learning outcomes’, Early Childhood Folio, 16(1). Available at: https://www-nzcer-org-nz.ezproxy.waikato.ac.nz/nzcerpress/early-childhood-folio/articles/childrens-working-theories-neglected-sibling-te-wh-rikis.
Lee, W. et al. (2013) ‘The development of Te Whāriki’, in Understanding the Te Whariki Approach: Early years education in practice. Hoboken: Taylor and Francis, pp. 15–28. Available at: 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). Available at: 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. and Edwards, S. (2010) ‘Development and learning- how views of development shape how curriculum is framed’, in Early childhood curriculum: planning, assessment and implementation. Cambridge ; Port Melbourne: Cambridge University Press, pp. 34–50.
Moss, P. et al. (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), pp. 343–351. Available at: https://doi.org/10.1177/1463949116661126.
Peters, S. and Davis, K. (2011) ‘Fostering children’s working theories: pedagogic issues and dilemmas in New Zealand’, Early Years, 31(1), pp. 5–17. Available at: 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), pp. 245–256. Available at: https://doi.org/10.1080/09575146.2011.614222.
Samuelsson, I.P., Sheridan, S. and Williams, P. (2006) ‘Five preschool curricula —comparative perspective’, International Journal of Early Childhood, 38(1), pp. 11–30. Available at: https://doi.org/10.1007/BF03165975.
Soler, J. and 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), pp. 57–68. Available at: https://doi.org/10.1080/0966976032000066091.
Sumsion, Jennifer; Cheeseman, Sandra; Kennedy, Anne; Barnes, Sally; Harrison, Linda; Stonehouse, Anne (no date) ‘Insider perspectives on developing Belonging, Being and Becoming.’, Australasian Journal of Early Childhood, 34(4), pp. 4–13. Available at: 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. Wellington [N.Z.]: NZCER Press, pp. 7–34.
Te Whatu Pokeka. Kaupapa Māori Assessment for learning (no date). Available at: 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), pp. 5–10.
Wiliam, D. (2011) ‘The case for formative assessment’, in Embedded formative assessment. Bloomington, IN: Solution Tree Press, pp. 27–50.
