Contributors： Vol 6, No 4 - May 2021
Amy Thynne is a lecturer for New Zealand Tertiary College, and has been in the early childhood field for over 25 years in a range of different roles and settings. Amy has worked in various childcare centres and has also been involved in the home-based care sector as an educator, a coordinator and as a manager of a service. Amy is interested in all areas of ECE, and is particularly passionate about environments that are inclusive and respectful, with free play, loose parts and all that is natural and sustainable.
Fiona Woodgate has over 12 years’ experience in the early childhood education context and has an interest in research in the areas of early childhood education and best outcomes for children, with a focus on the art and pedagogy of leadership toward improved teaching practice. Fiona has applied her experience of early childhood within the role of Program Leader (Field Practice) for New Zealand Tertiary College, and is particularly interested in relationship dynamics with a focus on how these affect the ability to lead and mentor others, and how this affects quality outcomes for children.
Pearl D'Silva has worked at New Zealand Tertiary College since 2007 as a lecturer and was previously Academic Manager at their office in Mumbai prior to coming to New Zealand. She has a Master’s in Human Development from the University of Mumbai. Prior to this, she worked as a lecturer and primary years programme teacher in Mumbai. She has also served as Executive Committee Member for the Association for Early Childhood Education and Development (AECED) in India. Her research interests include children’s literature, creative thinking and play in early childhood contexts.
Rebecca Gussenhoven graduated from New Zealand Tertiary College with a Bachelor of Teaching (Early Childhood Education) in November 2020. She enjoys working in the South Auckland community and is passionate about providing equitable learning opportunities so all children can reach their full potential. Rebecca has a particular interest in the development of self-regulation skills in early childhood, which she plans to explore through further study in the future.
Trish Thomas has a background of teaching in the Aotearoa/New Zealand early childhood sector, followed by over 20 years in early childhood teacher education with New Zealand Tertiary College. Trish has a Postgraduate Diploma in Child Advocacy and a Master of Education. Trish’s teaching experience and professional interests include culturally responsive early childhood education, Te Tiriti o Waitangi and tiriti-based practice, child and family advocacy, and issues around equity and social justice.
Zahra Herrmann is a lecturer at New Zealand Tertiary College and, prior to this, worked in the early childhood sector as a teacher and manager for over 20 years. Zahra has worked with all early childhood age groups including infants, toddlers and preschoolers. Zahra is passionate about child development, with a focus on the social and emotional development of children. She has a diploma in Montessori education, a bachelor degree in early childhood education, and a Master of Education.
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He Kupu, 6 (4), 48.