This thesis seeks to assess the exposure of children in outdoor play areas of early childhood centres in Auckland City to traffic-related PM10 pollution. An estimated 400 premature deaths occur each year in New Zealand due to motor vehicle emissions. In addition to premature deaths, acute and chronic health effects including asthma, chronic obstructive pulmonary disease (COPD), heart disease and bronchitis, as well as increased hospitalisations and restricted activity days (sick days) are also associated with vehicle emissions. Epidemiological studies have shown that respiratory diseases such as asthma can be exacerbated by increases in the concentration of particulates of less than 10 microns in diameter (PM10) from motor vehicle emissions. Significant positive associations have been found between proximity to heavily travelled roads and increased childhood respiratory disease symptoms including hospitalisations for childhood asthma. In spite of this evidence, many early childhood centres in Auckland are located adjacent to busy roads. Children at these early childhood centres spend much of their time playing in the outdoor areas of these centres with the potential for particulates from motor vehicle emissions to exacerbate symptoms in those children already suffering from respiratory disease and asthma. Very little research has been carried out either in New Zealand or internationally on the air quality of outdoor play areas of early childhood centres in relation to motor vehicle emissions and childhood respiratory disease and asthma. The extent of monitoring is also limited and the amount of exposure data available in New Zealand relatively sparse, particularly in comparison with Europe. Levels of traffic-related PM10 in the outdoor play areas of early childhood centres were measured in centres located adjacent to busy roads and in centres away from a quiet road or adjacent to a very quiet road for comparison. Two of five early childhood centres located alongside busy roads had PM10 levels that exceeded the World Health Organization (WHO) guideline value. While PM10 levels monitored at the other three centres located alongside busy roads did not exceed the WHO guideline value, results were often only marginally within this guideline value. In contrast, PM10 levels monitored at two centres located away from a quiet road and one centre located adjacent to a very quiet road were well within the WHO guideline value. This pilot study provides preliminary evidence that children attending early childhood centres located alongside busy roads have greater exposure to traffic-related PM10 pollution than those attending early childhood centres located away from a quiet road or adjacent to a very quiet road. If the link between PM10 exposure and health effects is causal, as suggested by epidemiological studies, then children attending early childhood centres proximal to busy roads are at a greater risk of respiratory illness than children attending early childhood centres adjacent to quiet roads. Further work is required to confirm the findings in this small sample of air quality around early childhood centres in a larger sample, and possibly to undertake an epidemiological study to confirm the link to health effects. Drawing on the precautionary principle, prudent territorial local authorities should be encouraged to introduce regulations ensuring that any new early childhood centres are located at a specified distance from major roads, and that information for parents, ongoing PM10 monitoring and processes for issuing PM10 advisories when limits are exceeded are available in existing early childhood centres that are adjacent to busy roads.

This thesis seeks to assess the exposure of children in outdoor play areas of early childhood centres in Auckland City to traffic-related PM10 pollution. An estimated 400 premature deaths occur each year in New Zealand due to motor vehicle emissions. In addition to premature deaths, acute and chronic health effects including asthma, chronic obstructive pulmonary disease (COPD), heart disease and bronchitis, as well as increased hospitalisations and restricted activity days (sick days) are also associated with vehicle emissions. Epidemiological studies have shown that respiratory diseases such as asthma can be exacerbated by increases in the concentration of particulates of less than 10 microns in diameter (PM10) from motor vehicle emissions. Significant positive associations have been found between proximity to heavily travelled roads and increased childhood respiratory disease symptoms including hospitalisations for childhood asthma. In spite of this evidence, many early childhood centres in Auckland are located adjacent to busy roads. Children at these early childhood centres spend much of their time playing in the outdoor areas of these centres with the potential for particulates from motor vehicle emissions to exacerbate symptoms in those children already suffering from respiratory disease and asthma. Very little research has been carried out either in New Zealand or internationally on the air quality of outdoor play areas of early childhood centres in relation to motor vehicle emissions and childhood respiratory disease and asthma. The extent of monitoring is also limited and the amount of exposure data available in New Zealand relatively sparse, particularly in comparison with Europe. Levels of traffic-related PM10 in the outdoor play areas of early childhood centres were measured in centres located adjacent to busy roads and in centres away from a quiet road or adjacent to a very quiet road for comparison. Two of five early childhood centres located alongside busy roads had PM10 levels that exceeded the World Health Organization (WHO) guideline value. While PM10 levels monitored at the other three centres located alongside busy roads did not exceed the WHO guideline value, results were often only marginally within this guideline value. In contrast, PM10 levels monitored at two centres located away from a quiet road and one centre located adjacent to a very quiet road were well within the WHO guideline value. This pilot study provides preliminary evidence that children attending early childhood centres located alongside busy roads have greater exposure to traffic-related PM10 pollution than those attending early childhood centres located away from a quiet road or adjacent to a very quiet road. If the link between PM10 exposure and health effects is causal, as suggested by epidemiological studies, then children attending early childhood centres proximal to busy roads are at a greater risk of respiratory illness than children attending early childhood centres adjacent to quiet roads. Further work is required to confirm the findings in this small sample of air quality around early childhood centres in a larger sample, and possibly to undertake an epidemiological study to confirm the link to health effects. Drawing on the precautionary principle, prudent territorial local authorities should be encouraged to introduce regulations ensuring that any new early childhood centres are located at a specified distance from major roads, and that information for parents, ongoing PM10 monitoring and processes for issuing PM10 advisories when limits are exceeded are available in existing early childhood centres that are adjacent to busy roads.

Mothers have been involved with early childhood centres since their inception. Apart from obvious benefits for their children this liaison has also been important for mothers through gains in parenting knowledge, increased confidence and personal wellbeing. The present study argues that this is pertinent to appropriate and focused support being crucial for mothers at the life stage of adjustment to early parenting when disruption of networks has occurred. As well, it reflects the responsibility of institutions such as early childhood centres to fulfil these needs in a society where traditional support has fragmented. The study was designed to explore ways in which support mechanisms operated in four different early childhood services, through the medium of interviews. The unique findings in the study culminated in six propositions that showed support to be a product of mothers’ own activity in building relationships and contributing to their centre community. At the same time irrespective of service type all centres operated upon the basis of both formal and informal systems of support. Consequently, whilst mothers’ activities were most favoured by socially co-operative environments, they were opportunists in both systems. However, of major concern was that the informal systems were the most effective, as the statement of Desirable Objectives and Practices (Ministry of Education, 1996) exhorts staff to consider parent interactions as partnerships and The Strategic Plan for Early Childhood Education (Ministry of Education, 2002) has a vision of socially co-operative practices. Teachers rather than being unwilling to establish more collaborative styles of leadership were hampered by a lack of confidence in working with parents. Difficulties were the consequence of professional attitudes to trained knowledge, unmodified by the benefits of training to facilitate adults. Addressing these issues will not only help teachers to develop more collaborative systems that will facilitate support for mothers, but it will also ensure partnerships that make better use of their services to the mutual benefit of early childhood centre communities.

The use of information and communication technologies (ICT) in early childhood education (ECE) is controversial. Currently, ICT in ECE is experiencing a second wave of popularity. While many of the recurring debates exist around the use of technology in the education sector it would appear that ICT is here to stay. A distinguishing feature of the literature across both waves is a growing appreciation of the importance of pedagogy and the key role of the teacher. This thesis builds on this broad concept of pedagogy by investigating the growth of ICT in ECE. The aim of the study was to discover new insight and understanding of how parents‟, teachers‟ and children‟s perceptions of the use of ICT in ECE influence the surrounding practice. A mixed-method approach was undertaken with a sample group in three distinct phases in one geographical location in the greater Wellington region. The study adopted an interpretive framework to inform the research methodology and help explain the findings. The findings across the three phases show the multifaceted nature of ICT and the many layers that are required to ensure that it can be offered in an authentic and meaningful way in ECE. When this approach is not evident it constrains the integrated use of ICT and affects the quality of the programme offered. Factors that influence the level of quality include: (a) the role of teacher‟s beliefs and self-efficacy; (b) fluid conceptions of pedagogy; (c) the competing and co-existing drivers associated with the use of ICT in ECE; (d) the changing face of literacy; (e) barriers affecting the full integration; and (f) the implications of policy on practice. The thesis draws on the framework of an enabled and enacted ICT curriculum developed in the literature review, as a tool to indicate and understand the current state of the level of ICT integration in ECE centres. Overall the findings show that participating teachers have begun their ICT journey and are working towards the goal of offering an authentic and meaningful educational experience. Yet, the research shows that the many layers of support necessary to ensure teachers continue to move forward on this journey are not well understood. A failure to address these gaps may sadly lead to a “third wave” of ICT in which history repeats itself.

The purpose of this study was to establish the perception of Grade One teachers regarding the school readiness of Reception Year learners in relation to the new national Curriculum Assessment and Policy Statement (CAPS). The study also provides recommendations on how to implement CAPS in Grade R so that teachers, learners and parents experience the easiest possible transition to Grade One. The research took the form of a case study, building on current trends related to the subject of Reception Year CAPS curriculum implementation, and using the Interpretive approach as its essential, functional paradigm, which focuses on experiences of the world based on the culture and previous experiences of each individual, with an emphasis on mutual understanding. By using this strategy to explore Grade One teacher perceptions regarding the school readiness of the Reception Year learners, this project was centred on an in-depth and detailed analysis of a person, group or situation as a sample of the whole, and involved a systematic collection of data and analysis. This led to a conclusions-based report on the findings, all the while focusing on five Grade One teachers and their Head of Department at a public primary school in Pretoria, Gauteng. Preliminary findings suggested that learners coming into Grade One could in fact be adequately prepared during Grade R for successful assimilation in the CAPS curriculum material, if all stakeholders overcome the challenges they face during this important phase of academic development. This study has shown that varying amounts and levels of training amongst the teachers is a hindrance to proper CAPS curriculum implementation and therefore, the Head of Department, the school and ultimately the Department of Education has to ensure parity in the area of teacher training in terms of CAPS curriculum implementation. The study has shown that, due to the different sites where learners did their Reception Year, the school and the Grade One teachers faced learners who came into their classrooms with differing levels of exposure to the formal schooling system. Some learners may have no CAPS curriculum exposure at all. This means that, if the Department of Education is to succeed in implementing the CAPS curriculum in Grade R, then it needs to assist schools more in the form of providing funds for primary schools to build and add space for the Grade R classrooms. Finally, the study showed that a language backlog remains one of the main challenges learners have to face. Historically, Early Childhood Development Centres were never required to use English as a medium of instruction. In fact, teaching in the preschool classroom, which includes Grade R, is still mostly done in one of many mother tongue languages, depending on the location of the centre. With the move to make Grade R part of formal schooling and moving the Reception Year class to a primary school, CAPS requires careful curriculum implementation from Grade R to Grade Three, although instruction in English is only required from Grade One. / Curriculum and Instructional Studies / M. Ed. (Specialisation in Curriculum Studies)

The purpose of this study was to establish the perception of Grade One teachers regarding the school readiness of Reception Year learners in relation to the new national Curriculum Assessment and Policy Statement (CAPS). The study also provides recommendations on how to implement CAPS in Grade R so that teachers, learners and parents experience the easiest possible transition to Grade One. The research took the form of a case study, building on current trends related to the subject of Reception Year CAPS curriculum implementation, and using the Interpretive approach as its essential, functional paradigm, which focuses on experiences of the world based on the culture and previous experiences of each individual, with an emphasis on mutual understanding. By using this strategy to explore Grade One teacher perceptions regarding the school readiness of the Reception Year learners, this project was centred on an in-depth and detailed analysis of a person, group or situation as a sample of the whole, and involved a systematic collection of data and analysis. This led to a conclusions-based report on the findings, all the while focusing on five Grade One teachers and their Head of Department at a public primary school in Pretoria, Gauteng. Preliminary findings suggested that learners coming into Grade One could in fact be adequately prepared during Grade R for successful assimilation in the CAPS curriculum material, if all stakeholders overcome the challenges they face during this important phase of academic development. This study has shown that varying amounts and levels of training amongst the teachers is a hindrance to proper CAPS curriculum implementation and therefore, the Head of Department, the school and ultimately the Department of Education has to ensure parity in the area of teacher training in terms of CAPS curriculum implementation. The study has shown that, due to the different sites where learners did their Reception Year, the school and the Grade One teachers faced learners who came into their classrooms with differing levels of exposure to the formal schooling system. Some learners may have no CAPS curriculum exposure at all. This means that, if the Department of Education is to succeed in implementing the CAPS curriculum in Grade R, then it needs to assist schools more in the form of providing funds for primary schools to build and add space for the Grade R classrooms. Finally, the study showed that a language backlog remains one of the main challenges learners have to face. Historically, Early Childhood Development Centres were never required to use English as a medium of instruction. In fact, teaching in the preschool classroom, which includes Grade R, is still mostly done in one of many mother tongue languages, depending on the location of the centre. With the move to make Grade R part of formal schooling and moving the Reception Year class to a primary school, CAPS requires careful curriculum implementation from Grade R to Grade Three, although instruction in English is only required from Grade One. / Curriculum and Instructional Studies / M. Ed. (Specialisation in Curriculum Studies)