Alison Stephenson. (n.d.). Unravelling children’s ‘freedom of choice’. Early Childhood Folio. http://go.galegroup.com/ps/i.do?&id=GALE|A265104282&v=2.1&u=vuw&it=r&p=AONE&sw=w
Arthur, L., Beecher, B., Death, E., Docket, S., & Farmer, S. (2014). Learning environments. In Programming and planning in early childhood settings. In Programming and planning in early childhood settings (6th ed., pp. 354–398). Cengage Learning.
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2005). Relationships and interactions in children’s learning. In Programming and planning in early childhood settings. In Programming and planning in early childhood settings (3rd ed, pp. 257–273). Thomson.
Australian Early Childhood Research Association & University of Canberra. Centre for Research in Professional Education. (1994). ‘The child’s questions’: Narrative explorations of infants’ experiences of Te Whaariki. Journal of Australian Research in Early Childhood Education.
Carol Anne Wien and Susan Kirby-Smith. (1998). Untiming the Curriculum: A Case Study of Removing Clocks from the Program. Young Children, 53(5), 8–13. https://www.jstor.org/stable/42727539
Carr, M. (1999). Some thoughts about effective assessment. Early Education                                                            Auckland University of Technology, 21, 11–21. http://search.informit.com.au/browseJournalTitle;res=IELHSS;issn=1172-9112
Carr, M. (2009). Kei tua o te Pae: Assessing learning that reaches beyond the self and beyond the horizon. http://www.nzcer.org.nz/system/files/journals/assessment-matters/downloads/AM2009_1_020.pdf
Carr, M. (2011). Young children reflecting on their learning: teachers’ conversation strategies. Early Years, 31(3), 257–270. https://doi.org/10.1080/09575146.2011.613805
Carr, M., & Lee, W. (2012). Appropriating knowledges and learning dispositions in a range of increasingly complex ways. In Learning stories: Constructing learner identities in early education. In Learning stories: constructing learner identities in early education (pp. 111–128). SAGE.
Chandler, T., & Whalley, M. (2007). Parents and staff as co-educators-Parents means fathers too. In Involving parents in their children’s learning. In Involving parents in their children’s learning (2nd ed., pp. 66–85). Paul Chapman.
Cheeseman, S., & Robertson, J. (2006). Unsure - Private conversations publicly recorded. In Insights: behind early childhood pedagogical documentation. In Insights: behind early childhood pedagogical documentation (pp. 191–204). Pademelon Press.
Claxton *, G., & Carr, M. (2004). A framework for teaching learning: the dynamics of disposition. Early Years, 24(1), 87–97. https://doi.org/10.1080/09575140320001790898
Cooper, M. (2017). Reframing assessment: Reconceptualising relationships and acknowledging emotional labour. Contemporary Issues in Early Childhood, 18(4), 375–386. https://doi.org/10.1177/1463949117742784
Davis, E., Reid, R., & Stover, S. (2013). Play is choice: The playful teacher. In A. Grey & B. Clark (Eds.), Ngā Hurihanga Ako Kohungahunga =: Transformative teaching practices in early childhood education (pp. 61–71). Pearson.
Drummond, M. J. (2008). Assessment and values; A close and necessary relationship. In Unlocking assessment: understanding for reflection and application. In Unlocking assessment: understanding for reflection and application: Vol. The unlocking series (pp. 3–19). Routledge. https://ebookcentral.proquest.com/lib/vuw/detail.action?docID=332077
Early childhood education centres’ lax regulation must change, experts say - The Listener. (n.d.). https://www.noted.co.nz/currently/education/early-childhood-education-centres-lax-regulation-must-change-experts-say/
Gibbons, A. (2007). The Politics of Processes and Products in Education: An early childhood metanarrative crisis? Educational Philosophy and Theory, 39(3), 300–311. https://doi.org/10.1111/j.1469-5812.2007.00323.x
Grey, A., & Clark, B. (Eds.). (2013). Ngā Hurihanga Ako Kohungahunga =: Transformative teaching practices in early childhood education (pp. 86–95). Pearson.
Hargraves, V. (2014). Children’s theorising about their world: Exploring the practitioner’s role. Australasian Journal of Early Childhood, 39(1), 30–37. http://search.ebscohost.com/login.aspx?direct=true&db=anh&AN=95525104&site=ehost-live
Hedges, H. (n.d.). ’Even when we’re big we’ll still be friends: Working theories in  children’s learning. 12, 2–6. http://www.nzcer.org.nz/system/files/journals/early-childhood-folio/downloads/ECFolio_12_2008_002.pdf
Hedges, H., Cullen, J., & Jordan, B. (2011). Early years curriculum: funds of knowledge as a conceptual framework for children’s interests. Journal of Curriculum Studies, 43(2), 185–205. https://doi.org/10.1080/00220272.2010.511275
Jenny Ritchie. (n.d.). Being "sociocultural” in early childhood education practice in Aotearoa. Early Childhood Folio Vol 14 no.2 (2010). http://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/being-sociocultural%E2%80%9D-early-childhood-education-practice-ao
Karlsdóttir, K., & Garðarsdóttir, B. (2010). Exploring children’s learning stories as an assessment method for research and practice. Early Years, 30(3), 255–266. https://doi.org/10.1080/09575146.2010.506431
Lesley Rameka. (n.d.). He Huarahi Aromatawai— Assessment Journeys. Early Childhood Folio vol. 18 no. 1 (2014). http://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/he-huarahi-aromatawai-assessment-journeys
Mead, S. M. (2003). Te tau o te tangata: The tapu of the person. In Tikanga Māori: living by Māori values. In Tikanga Māori: living by Māori values (pp. 35–63). Huia. https://ebookcentral.proquest.com/lib/vuw/reader.action?docID=4783665&ppg=36
Meade, A. (2012). Centre-parent communication about children’s learning. 2, 38–43. http://www.nzcer.org.nz/system/files/ECFolio_16_2_2012_038.pdf
Ministry of Education. (n.d.). An introduction to Kei tua o te pae: Assessment for learning: Early childhood exemplars: Book 1. http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBooklet1Full.pdf
Ministry of Education. (2004). Sociocultural assessment He aromatawai ahurea pāpori. Kei tua o te pae Assessment for learning: Early childhood exemplars: Book 2. http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBooklet2Full.pdf
Ministry of Education. (2007). An Introduction to Books 11-15: Kei Tua o te Pae: Assessment for Learning: Early Childhood Exemplars: Book 10. http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBooklet10Full.pdf
Ministry of Education. (2009a). An Introduction to Books 17-20: Kei Tua o te Pae: Assessment for Learning: Early Childhood Exemplars: Book 16. http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBk16Full.pdf
Ministry of Education. (2009b). Te whatu pōkeka: Kaupapa Māori assessment for learning: Early childhood exemplars. http://www.education.govt.nz/assets/Documents/Early-Childhood/TeWhatuPokeka.pdf
Nuttall, J. (2002). Negotiating the meaning of curriculum: Can we awaken the sleeping beauty? Early Education                                                            Auckland University of Technology, 28, 5–9. http://search.informit.com.au/browseJournalTitle;res=IELHSS;issn=1172-9112
Nuttall, J. (2003). Influences on the Co-construction of the Teacher Role in Early Childhood Curriculum: Some examples from a New Zealand childcare centre. International Journal of Early Years Education, 11(1), 23–31. https://doi.org/10.1080/0966976032000066064
Nuttall, J. (2005). Educators and children learning together: Reflections on the early childhood assessment exemplars. Early Education                                                          Auckland University of Technology. Early Education                                                            Auckland University of Technology, 38, 63–71. http://search.informit.com.au/browseJournalTitle;res=IELHSS;issn=1172-9112
Patricia Tarr. (2004). Consider the Walls. YC Young Children, 59(3), 88–92. https://www.jstor.org/stable/42729109
Peters, S., & Davis, K. (2011). Fostering children’s working theories: pedagogic issues and dilemmas in New Zealand. Early Years, 31(1), 5–17. https://doi.org/10.1080/09575146.2010.549107
Rameka, L. K. (2011). Being Māori: culturally relevant assessment in early childhood education. Early Years, 31(3), 245–256. https://doi.org/10.1080/09575146.2011.614222
Remsperger-Kehm, R. (2017). Sensitive Responsiveness: An Approach to the Analysis and Improvement of Teacher-Child Interactions in Early Childhood Settings. In A. C. Gunn & C. A. Hruska (Eds.), Interactions in Early Childhood Education (pp. 19–36). Springer Singapore. https://doi.org/10.1007/978-981-10-4879-1_3
Rogoff, B. (2003). Development as transformation of particpation in cultural activities. In Cultural Nature of Human Development. In Cultural Nature of Human Development. Oxford University Press (US). http://site.ebrary.com/lib/vuw/reader.action?docID=10084747&ppg=52
Rogoff, Barbara. (n.d.). Learning by Observing and Pitching In to Family and Community Endeavors: An Orientation. Human Development, 57(2), 69–81. http://search.proquest.com/docview/1544396181?OpenUrlRefId=info:xri/sid:primo&accountid=14782
Te Whāriki:He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. (n.d.). https://education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-Early-Childhood-Curriculum.pdf