2012 keynote speaker line-up

Dr Liz Brooker

Reader in Early Childhood, Institute of Education, University of London

Liz was an early years' teacher for many years before turning to research and teaching in higher education. Her interest in young children's transitions and educational opportunities stems from her own classroom teaching experience, and was the subject of the book, Starting School: Young Children Learning Cultures (2002). Liz's continuing study of transitions, including those of young babies into their first group-care settings, resulted in Supporting Transitions in the Early Years (2008). More recently she has led a government-funded project on practitioner experiences of the UK early years curriculum, but her interests range across global provision for young children. Liz has co-edited a book on play (Engaging Play, 2010), and is currently co-ordinating an international handbook on play and learning.

Keynote Abstract

Learning cultures and changing identities: challenges for children at the start of school

Researchers' and practitioners' concerns for children's transition into school have often focused on the mismatch of curriculum and pedagogy which children typically experience in making this important transition. Innovative strategies to support children at this time have become more frequent internationally, including in Aotearoa New Zealand. However, such initiatives may tend to focus our attention on the structures which constrain children's experiences, rather than on the agency which children themselves bring to the encounter. This presentation looks at some of the more fundamental issues which underpin all early transitions: the ways in which children experience the many cultures to which they belong, and re-construct or re-configure their multiple and shifting identities. A sociocultural view of development understands the cultures of home, preschool and school as different ‘environments for growing up in', and we will consider, from a range of international accounts, how such environments shape, and are shaped by, children as they move through preschool and into school.

Dr Sally Peters

Associate Professor, Faculty of Education, University of Waikato

Dr Sally Peters has a background in early childhood education and a particular interest in young children's learning and development. This broad interest includes several main research threads, including transitions, key competencies, working theories and young children's mathematical thinking. These threads overlap and interweave, to provide a central focus on the ways in which learning can be fostered within and across settings, and some of the dilemmas associated with this.

Sally has been involved in a range of research projects, including several Teaching Learning Research Initiative [TLRI] projects and a Centre of Innovation project, all of which involved working collaboratively with teachers. Currently she is co-leading a 3-year project (2011-2013) exploring children's learning journeys from early childhood into school.

Keynote abstract

Negotiating the space between ECE and school so that children's learning journeys are supported

There is a potential pressure point at school entry when the ECE curriculum "collides" with the school curriculum (Cambridge Primary Review, 2009, p.1). This presentation will focus on children's learning over this potentially challenging transition. It will draw on the findings of several research projects to consider the ways in which teachers in ECE and school can ‘negotiate the space' between ECE and school by collaborating across sectors and with families to foster strong connections and support children's learning. The notion of a successful or effective transition will be considered from a range of viewpoints, with particular attention given to voices that have in the past been noticeably absent from research on this topic.

Hon Hekia Parata MP

Minister of Education

Hekia grew up in a Ruatoria and is of Ngati Porou and Ngai Tahu descent. 

Hekia attended Manutahi Primary School, Ngata Memorial College and Gisborne Girls High School before completing a MA at Waikato University, where she was also President of the Waikato Students Union.

Hekia has lived and worked in Wellington for most of the past 30 years during which time she has worked in both the public and private sector, holding senior policy and management positions and running a successful consultancy company with her husband Sir Wira Gardiner, advising clients in New Zealand and internationally.

She has represented New Zealand at the New Zealand Embassy in Washington, DC, and at a number of multinational forums including the South Pacific Forum, the United Nations Forum, the World Bank Forum and a number of international indigenous forums.

Hekia came to Parliament after the General Election in November 2008. 

Paulette Tamati-Elliffe

Ngai Tahu

Paulette Tamati-Elliffe is from Ōtākou and is of Ngāi Tahu/Te Ati Awa descent. Paulette is a recent graduate of Te Panekiretanga o Te Reo - Institute of Excellence in Te Reo Māori.

Paulette is currently the project leader - KMK Te Reo Strategy for the Culture and Identity team at Te Rūnanga o Ngāi Tahu and has been involved in the revitalisation of te reo among Ngāi Tahu whānui and the wider community for a number of years. She is the mother of four bilingual boys, composes and performs waiata and also co-tutors kapa haka with her partner. 

Bruce Maden

Chief Executive Officer, Te Aroha Noa Community Services

Bruce completed his Masterate Applied (Social Work) in 1976.  His specialist interest was in community development, an interest that has provided a pivotal focus throughout his career. For the past 20 years he has provided leadership to Te Aroha Noa Community Services, an integrated multi-disciplinary community development agency situated in the heart of the lower socio-economic and culturally diverse western suburbs of Palmerston North. Bruce has strong interests in Family Therapy, Strengths Based Practice, Adult learning, Counselling and Social Work Education, Community Development, Practice Research and Spiritual Direction. In 2006, Bruce was sponsored by the Tindall Foundation on a study tour to Canada to examine Collaborative Community Led Development initiatives. Bruce is a visionary leader and innovative thinker who deeply believes that communities must be involved in the development of the services influencing their lives and in them discovering solutions to the issues affecting them. 

Keynote abstract

Early Childhood Centres: Their role in influencing transformative change in families and communities.

This presentation proposes to shift our perspectives on the place of early childhood centres within communities. Using the example of a community-based agency, Te Aroha Noa, that provides early childhood services alongside other services for families and children, possibilities will be raised in relation to the following questions: Can we shift our lens to incorporate innovative ways of working in collaboration with family/whānau and the wider community? Can our ECE services be places committed to manaakitanga, awhi, ako and to becoming 'to turangawaewae' (a place to belong)? Can they also be places committed to growing a learning community, indigenous leaders, possibility thinking, parents as involved educators and family and community wellness and resilience? Can they be places that influence transformative change in families and communities?

Transitions and community hubs panel: Connecting and collaborating beyond ECE

Dr Sally Peters (University of Waikato), Gary Roberts (Hornby Primary School), Lisa Foster (Little Citizens) and Carol Hartley (Mangere Bridge Kindergarten) will come together on stage to discuss the importance of community connections, how to achieve great transitions and how to connect services in your community.