Professor Lynn Ang is Professor of Early Childhood at the Department of Learning and Leadership, UCL Institute of Education in the UK. Lynn’s expertise is early learning, early childhood education and international evidence-based research particularly in developing country contexts. She has led and co-led many major research grants including the first systematic review of early childhood development and peacebuilding policies across 14 conflict-affected countries (2015-2016) funded by the UN and UNICEF. Lynn is Co-Principal Investigator of a 5-year study to assess the impact of The World Bank US$23 million Early Learning Partnership (ELP) programme (2018–22) and Principal Investigator of the Education Endowment Foundation (EEF) funded project ‘Manor Park Talks’ (2018–20), an evidence-based intervention programme of professional development to improve the outcomes for disadvantaged two-year-olds in Manor Park, Newham, UK.
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Researching Early Childhood Education in the Global Development Context: Challenges and Paradoxes
This keynote lecture presents a critical examination of conducting research in the global context by problematising the researcher's position and our ways of thinking about children's education and their learning. Over the last decade, scientific advances in the early years field have contributed to the prioritisation of early childhood education and its increasing profile in the global development agenda. This has given rise to new complexities and paradoxes related to the increasing demands for evidence of impacts and the monitoring of educational outcomes. This is exemplified through the current landscape of global challenge-led research bolstered by large-scale funding to address major development issues such as educational equality and socioeconomic disparities. Drawing on research undertaken in the global North and South, Professor Ang raises questions around whose interests are being served and the power relations at play in the pursuit of global development research agendas and scaled-up interventions to improve early education and developmental outcomes. The lecture highlights the challenges with negotiating this pervasive global discourse, and the importance of valuing and respecting the variations in research practices and the diverse nature of early childhood education as seen through the lived realities of children and their local communities.
Dr Polly Atatoa Carr is a Public Health Physician within Child Health at Waikato District Health Board, and an Associate Professor of Population Health at the National Institute of Demographic and Economic Analysis (NIDEA) at the University of Waikato. Prior to her appointment at NIDEA in 2016, she was Associate Director at the Centre for Longitudinal Studies: He Ara ki Mua at the University of Auckland and also Associate Director of the Growing Up in New Zealand longitudinal study. Associate Professor Atatoa Carr remains a named investigator of this study, providing particular research oversight of the culture and identity domain and also supporting the translation of research evidence into policy and programmes in the health, education, and social sectors.
Polly’s research, teaching and clinical practice focus on the broader determinants of child wellbeing and equity; the critical influences for tamariki and rangatahi within their whānau and wider context. Born in Kirikiriroa, she trained and practiced in the Auckland and Midland regions before returning to the Waikato in 2002 to be near whānau and raise her three Mangaian (Cook Islands) daughters. Within her current roles, Associate Professor Atatoa Carr leads multiple projects in health, housing and social services, and in collaboration with community providers and Government agencies. In her professional, community and personal life, Polly is committed to equity, social justice and community empowerment.
Navigation for success for our children and families: How can we measure, monitor and remove the barriers in their path
Our children, whānau (families) and communities must navigate turbulent oceans of health, education and social services in order to achieve their potential. To advocate for whānau success, these services must be guided by robust understandings of tamariki (children) and whānau aspirations, strengths, and the barriers in their path. In turn, this requires research and evaluation, data, information and evidence collected and interpreted in alignment with the rights of Indigenous peoples, children and fundamental ethical principles. In this presentation, Associate Professor Atatoa Carr will explore such evidence of the context of the early childhood experience for tamariki and whānau in Aotearoa New Zealand. With a focus on quantitative understandings, she will provide exemplars of children’s trajectories that highlight where our services need to better support whānau to steer their canoe, as well as opportunities (often missed) to take a strengths-based approach. These understandings also highlight the gaps in our data infrastructure which must be addressed in order to achieve our collective goals of whānau wellbeing and empowerment.
Ko Tararua te maunga
Ko Ohau te awa
Ko Tainui te waka
Ko Ngāti Tukorehe te hapu
Ko Ngāti Raukawa te iwi
Lesley is a Senior Research Fellow at the Wilf Malcom Institute of Educational Research, Faculty of Education, University of Waikato. Lesley has worked in early childhood education for over 30 years, beginning her journey in te kohanga reo and working in a number of professional development and tertiary education providers over the years. Lesley’s research interests a mainly related to Māori early childhood education (ECE), assessment and Curriculum development.
Ali is a lecturer in Early Childhood Education (ECE) in the School of Education, Ako Pai, at the Faculty of Education, Victoria University of Wellington. She is of Cook Islands and Tahitian descent. Her previous role as an Early Childhood teacher spanned more than twenty-five years. Much of Ali’s research focuses on Pacific, and Indigenous Early Childhood Education in Aotearoa New Zealand and overseas. She has been involved in ECE projects in the wider Pacific region including the Cook Islands, and the Solomon Islands as well as Timor Leste and Eastern Indonesia. Ali seeks to advance and foreground Pacific educational principles, values, and pedagogy to inform educational policy and practice.
A Mäori And Pacific Lens on Infant and Toddler Provision in Early Childhood Education
Early childhood has an important role in building strong learning foundations to support the development of competent and confident learners. Early childhood services however continue to fail to meet the needs of Māori and Pasifika children including infants and toddlers (ERO 2010). Key to educational success for all children is the acknowledgement that children are culturally located and the recognition that effective education must embrace culture. The research focused on exploring how early childhood services can better integrate culture into teaching practices by creating culturally responsive, infant and toddler teaching and learning theory and practice guidelines. The research aimed to create new knowledge—theoretical statements about teaching and learning by reclaiming traditional and contemporary Māori and Pasifika knowledge, practices and understandings of the care and education for infants and toddlers and by reframing these understandings for contemporary early childhood services.