How do we know what works?

Tū mai e moko. Te whakaata o ō mātua. Te moko o ō tīpuna.

Stand strong, O moko. The reflection of your parents. The blueprint of your ancestors.

The information on this website draws inspiration from an International Study of the Social and Emotional Experience of Transition (ISSEET) that set out to understand early transitions to ECE for tamariki in many parts of the world.

We followed tamariki on their ECE transitions across 6 countries. Each country videoed and observed first days, interviewed whānau and kaiako before and after transitions, and, where possible, interviewed five year olds before and after their start to kura/school. We did not set out to establish universal truths concerning transitions for all, but our dialogues have greatly informed insights concerning what kaiako can do to support the emotional and social wellbeing of young tamariki through earliest transitions. While there is much that makes us different, we all share a view on the importance of transitions in shaping the lives of tamariki and their whānau irrespective of ECE context. We recognise the influential role of kaiako in these processes and the policies that shape this mahi.

 

We explored:

  1. Expectations and emotions of kaiako and parents before, during and after early transitions. 

  2. Practices of ECE settings to support effective transitions.

  3. Social and emotional experiences of tamariki in early transitions

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We are grateful to the tamariki, whānau, kaiako, ECE services and new entrant teachers who shared their transition journeys with us, as a source of insight and inspiration:

Community based: Ally and Sue (Infant kaiako), Elaine (toddler kaiako), Laura (over threes), Anna & Briar (kura)

Māori immersion: Te Mahara and Hana (infant kaiako), Te Awhina (toddler kaiako)

Private ECE: Macy and Nic (infant kaiako), Katelyn (3-4 year), Claire (kindergarten), Jeanette (kura)

Home-based: Zane and Bev (infant kaiako), Tania (Montessori)

The New Zealand research team

  • Professor Jayne White - Lead researcher NZ project

    Ko Takitimu te maunga

    Ko Ōreti te moana

    Nō Murihiku ahau

    E noho ana ahau ki Waitaha ināianei

    Ko Jayne White ahau.

    As Lead Investigator Jayne holds oversight of all aspects of the NZ project, and website. She co-leds the International team of ISSEET.

    More on Jayne’s work

  • Bridgette Redder - Co-lead NZ project/Teacher-researcher

    Ko Maungatautari te maunga

    Ko Waikato te awa

    No Kemureti ahau

    Ko Bridgette ahau.

  • Waveney Lord - Teacher-researcher and cultural advisor

    Ko Karioi me Moehau ngā maunga

    Ko Oohautira me Hikutaia ngā awa

    Ko Whāingaroa me Tīkapa ngā moana

    Ko Ngāti Tamainuipō me Ngāti Pū ngā hapū

    Ko Tainui me Ngāti Maru ngā iwi

    Ko Tainui te waka

    Ko Ngā Tokotoru me Matai Whetu ngā whare tupuna

    Ko Waingaro te pā

    Ko Simon Lord rāua ko Sarndra Burne ōku mātua

    Ko Simon Lord rāua ko Rion Lord ōku tungāne

    Ko James Paul tāku tane

    Ko Waveney Alessa Lord tōku ingoa.

  • Kathryn Hawkes - Teacher-researcher

    Tēnā tātou,

    Ko Mauao te maunga

    Ko Tauranga te moana

    Ko Cuba tōku waka

    Nō Tauranga ahau

    Ko Kathryn Hawkes tōku ingoa

  • Fiona Westbrook - Teacher-researcher

    Ko Romping Downs te maunga

    Ko Cover Brook te awa

    Nō Ngāruawāhia ahau

    Ko Fiona Westbrook tōku ingoa.

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This website supplements a report to the Cognition Trust, who funded the project. We are also grateful to University of Waikato for start-up funding to support this work.

A report explaining our research can be sourced on the Cognition Trust website (and related articles and resources):

White, E.J., Redder, B., with Hawkes, K., Lord, W. & Westbrook, F. (2021). Early transitions to ECE in Aotearoa, NZ: Final report to Cognition Trust (Report).