Kei Tua o te Pae

Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars is a best-practice guide that will help teachers continue to improve the quality of their teaching.

The exemplars are a series of books that will help teachers to understand and strengthen children's learning. It also shows how children, parents and whānau can contribute to this assessment and ongoing learning.

We are making improvements to our download-to-print functionality. So if you want a printed copy there are PDF versions available at the bottom of the main cover page.

The quality of assessment in early childhood education – ERO(external link)

References – Ngā āpitihanga

  • Biddulph, Fred; Biddulph, Jeanne; and Biddulph, Chris (2003). The Complexity of Community and Family Influences on Children’s Achievement in New Zealand: Best Evidence Synthesis. Wellington: Ministry of Education.
  • Carr, Margaret and Cowie, Bronwen (2003). “The Consequences of Sociocultural Assessment in Early Childhood Settings: Community, Competence and Continuity”. In Early Childhood Education: Society and Culture, ed. A. Anning, J. Cullen, and M. Fleer. London: Sage.
  • Carr, Margaret; Cowie, Bronwen; Gerrity, Robyn; Jones, Carolyn; Lee, Wendy; and Pohio, Lesley (2001). “Democratic Learning and Teaching Communities in Early Childhood: Can Assessment Play a Role?” In Early Childhood Education for a Democratic Society. Wellington: New Zealand Council for Educational Research.
  • Farquhar, Sarah (2003). Quality Teaching Early Foundations: Best Evidence Synthesis. Wellington: Ministry of Education.
  • Frome, Pamela and Eccles, Jacquelynne (1998). “Parents’ influence on children’s achievement-related perceptions”. Journal of Personality and Social Psychology, vol. 74 no. 2, pp. 435–452.
  • Fusitu‘a, L. and Coxon, E. (1998). “Ko e ‘Ulungaanga Faka-Tonga mo e Ako Lelei: Tongan Culture and Academic Achievement”. New Zealand Journal of Educational Studies, vol. 23 no. 1, pp 23–38.
  • McKenzie, Anne (2003). “Strengthening Intergenerational Links between Our Kindergarten and the Community”. Early Education, vol. 32 Winter 2003, pp. 11–15.
  • McKinley, Sheridan (2000). Māori Parents and Education: Ko ngā Mātua Māori me te Mātauranga. Wellington: New Zealand Council for Educational Research.
  • Ministry of Education (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa/Early Childhood Curriculum. Wellington: Learning Media.
  • Paley, Vivian Gussin (2001). In Mrs Tully’s Room: A Childcare Portrait. Cambridge, Mass.: Harvard University Press.
  • Rokx, Huhana (2000). “Response to Miriam K. Rosenthal: A Māori Perspective”. Childrenz Issues, vol. 4 no. 1, pp. 16–17.
  • Royal Tangaere, Arapera (2000). “He Taonga, Te Mokopuna”. Childrenz Issues, vol. 4 no. 1, pp. 27–31.
  • Siraj-Blatchford, Iram; Sylva, Kathy; Muttock, Stella; Gilden, Rose; and Bell, Danny (2002). Researching Effective Pedagogy in the Early Years. London: Institute of Education, University of London.
  • Wenger, Étienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.