Contents

Editorial

Learning about rights and respect—Judy Radich

Guest statement

Early childhood is the ideal setting for learning about rights and respect —Megan Mitchell

Features

What rights do young children have in research?—Dr Fiona Mayne and Associate Professor Christine Howitt

Rhythm and movement could help children self-regulate—Dr Kate Williams

Playing with phonics—Teaching letters and sounds—Stacey Campbell

Children’s spirituality—An introduction—Pam Linke

Early childhood education and care—25 years of the Convention on the Rights of the Child

Establishing cultural connections with your CALD children, families and educators—Meni Tsambouniaris

Announcing Australia’s participants in the next Global Leaders for Young Children program

Are some children at your service gifted?—Mimi Wellisch

Breaking down the myths of our practice—Anthony Semann

High expectations and equity of children: What does this mean and how does it look in practice?—Cathie Coles

The importance of teaching social and emotional skills in early learning—Pam Linke

Routines in early childhood—what are they and why are they important?—Karen Winderlich

Just ask them! Empowering students to direct their own learning—Rebecca Wells

Reconciliation

Reconciliation in early childhood settings: A whole-team approach—Melinda Miller

What are Dreaming stories?—Jenni Connor and Geraldine Atkinson

Technology

How a tablet found its way—Daniel Donahoo

Exploring with twenty-first century skills—Nicola Yelland and Caja Gilbert

Snapshot

Connecting to place—Kaarin Wilkinson

Health

Practical tips for top breastfeeding support in early childhood education and care—Julianne McGuire

Should discretionary foods be offered at early years services?—Ruth Wallace

News and views

State of early learning in Australia—quality snapshot

 

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