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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