This issue of He Kupu focuses on the crucial theme of supporting the connection between theory and practice in early childhood education. It is widely acknowledged that theory is essential for teachers to understand the underlying principles and concepts that guide effective teaching strategies. The more exposure student teachers have to solid theory, the more diverse their range of responsive models and frameworks becomes. Through the application of theories to practice, student teachers can make informed decisions, reflect on their teaching practices, and continuously improve their skills in the classroom.

The Practitioner section opens with an article from Sean Dolan, which discusses the importance of theory to early childhood practitioners, with a particular focus on Bronfenbrenner’s bioecological model and the role of the proximal process. Emphasising the significance of relationships, Bronfenbrenner suggests that the effect of the process is more powerful than that of the context, thus highlighting the power of relationships over context. The article concludes with suggestions for practitioners to introduce proximal processes in a meaningful way for children.

Amy Thynne-Polglase and Phoebe Tong delve into the crucial role Associate Teachers play in supporting early childhood student teachers in bridging the gap between theory and practice. They explore how Associate Teachers can enhance students' understanding by examining levels of understanding from a constructivist perspective. This article provides valuable insights into effective mentoring techniques and strategies to facilitate theory-practice integration for student teachers. Whether an Associate Teacher, mentor, or student teacher in Early Childhood Education, this article will offer readers practical guidance on how to support and develop the professional knowledge and skills of aspiring educators.

Joy McLelland discusses the impact of incorporating Piaget’s cognitive development theory into technological practices in early childhood education. Readers will gain a deeper understanding of how technology can support children's cognitive development. The article emphasizes the importance of teachers having the knowledge and skills to effectively integrate both digital and non-digital technologies into their teaching practices. For readers looking to enhance their understanding of how technology can improve children's learning experiences, this article will provide valuable insights and practical strategies. By aligning aspects of Piaget’s theory with the use of digital and non-digital technologies, educators can create meaningful learning opportunities that cater to the diverse needs of young learners.

Examining the image of the child and its implications for teaching practice is a concern for Rachael Burke, who presents findings from qualitative research with recent ECE graduates from migrant backgrounds. This sheds light on how their cultural beliefs shape their perceptions of children and influence their interactions with tamariki, colleagues, and whānau. By engaging with sociocultural theories that highlight children as competent and capable individuals, these beginner teachers were able to transform their views of tamariki from passive to empowered, ultimately enhancing their practice as emerging ECE kaiako.

In the second peer-reviewed article of this issue, Marjolein Whyte shares some preliminary data from her PhD studies and explores two aspects of the theoretical constructs – activity theory and community of learners. This provides a grounded analysis of the participation of parents who care for autistic children in the center's curriculum. This is a deep dive into theoretical perspectives which allows the researcher to be explorative and creative in the way that the connections are discussed. By learning about the barriers these parents encounter and the possibilities for increasing their involvement, teachers can adapt their teaching practices to better accommodate and support these families.

This issue concludes with a book review from Devika Rathore on the highly practical book for early childhood teachers, ‘Supporting Early Learning Through Rhymes and Stories', which presents both theoretical and pedagogical perspectives on the use of language. It also provides many examples that could be transferred to the classroom.

In this edition of He Kupu, we aim to provide readers with valuable insights into the significance of theory and its intersection with teaching practice in early childhood education. These articles have the potential to positively impact the lives of children and teachers by deepening understanding and enhancing teaching strategies.