"There for The Right Reasons": New Zealand Early Childhood Professionals' Sense of Calling, Life Goals, Personal and Spiritual Values.

Using a mixed-method approach, this present study examined the roles of calling and the relation between life goals and spiritual values among early childhood professionals in New Zealand. Among the 102 participants who completed the surveys, 24 participated in the follow-up individual interviews. In line with previous research, results showed that the five spiritual values-conformity, universalism, tradition, benevolence, and security-positively correlated with at least three intrinsic life goals, but showed a negative correlation with at least three of the four extrinsic goals. In addition, all non-spiritual values-self-direction, stimulation, hedonism, achievement, and power-correlated negatively with at least three of the intrinsic life goals. A similar pattern was found between the correlation between all non-spiritual values and extrinsic life goals. Interview data showed that participants who self-identified as having experienced a call to work with young children actively engaged with their calling. They also affirmed that their calling was experienced at a deeply personal and emotional level. Participants also recognized the important impact of life goals, personal and spiritual values on their work. This paper concludes with implications for future research and practice.

Unended Quest: Life Goals, Values, and Immigrant Parents in New Zealand.

Prior literature shows that values and life goals are associated with one's long-term levels of well-being. However, not much has been done on values and life goals among immigrants in New Zealand. This study aimed to address this lack of research by examining the personal values and life goals among immigrant parents in New Zealand. Based on the literature review, the hypothesis of this study is that immigrant parents' intrinsic life goals were positively correlated with their spiritual values. In contrast, extrinsic goals did not have similar effects. Quantitative and qualitative research methods were used. The aspirations index, which was used to assess life goals, and the Schwartz' value survey, which measured the participants' personal values, were both distributed to the participants (N = 90). Follow-up interviews with 30 of the participants were also conducted. This research revealed that spiritual values were positively correlated with intrinsic goals and that extrinsic goals did not have similar correlations. Findings also showed that the primary role of life goals and spiritual values is to imbue parenting with a greater sense of purpose and meaning. As the research findings showed that spiritual values were positively correlated with intrinsic goals, helping immigrant parents to find meaning and purpose in parenting may promote child and family well-being. The paper discusses implications for parent education, social services, and future research.

"It Would be Harder Without Faith": An Exploratory Study of Low-Income Families' Experiences of Early Childhood Inclusive Education in New Zealand.

New Zealand has a reputation for having one of the most inclusive education systems in the world. However, research and anecdotal evidence show that many parents of young children with disabilities have difficulties accessing intervention and health-care services and may be less satisfied when they do receive services. In addition, though a plethora of research has been done on inclusive education, little attention has been given by researchers to low-income parents' perspectives on early childhood inclusion in New Zealand. This paper draws on findings from a qualitative study on 30 parents' experiences of early childhood inclusive education in New Zealand. Parents participating in this study came from different religious backgrounds, represented diverse ethnicities, all had at least one child who had a diagnosis of disabilities and/or chronical illness, and met the low-income criteria of New Zealand. Results showed that though the majority of the families appreciated the flexible time and structures of the early childhood programs their children attended, parents were concerned about the lack of intervention services for their children. In addition, these low-income families reported that they had limited access to early interventions and resources. The findings also highlight the importance of the use of positive coping methods (e.g., maintaining a positive outlook and seeking social support), and the role faith plays in family life.

Dare to Dream: Personal Values, Life Goals, and International Students in New Zealand.

It has been well identified and supported in the literature that values and life goals are associated with one's general well-being. However, there have been few studies on values and life goals among international students in New Zealand. This study addressed this lack of research by focusing on the life goals and personal values among international students in three tertiary institutes in New Zealand. Based on the literature review, the hypothesis of this study is that international students' intrinsic life goals are positively correlated with their spiritual values. In contrast, extrinsic goals did not have similar effects. The Aspirations Index, which was used to assess life goals, and the Schwartz' value survey, which measured the students' personal values, were both distributed to the participants. Follow-up interviews with 24 of the participants were also conducted. Findings revealed that spiritual values were positively correlated with intrinsic goals and that extrinsic goals did not have similar effects. As the research findings showed that spiritual values were positively correlated with intrinsic goals, helping international students to find meaning and purpose in life may promote their well-being, and the learning and growth of international students can be improved by incorporating spiritual values and cultural aspects in college education. The authors also argue that a holistic approach to college education for international students is needed.

Exploring the Lived Experiences of Home-Educating Families with Young Children in the UK: The Untold Stories.

Recent trends indicate a significant increase in the number of families opting for home education in the UK, yet research dedicated to this area remains limited. Moreover, there is a notable scarcity of studies focusing on the lived experiences of home-educating families of young children. Amidst this context, a new conceptual framework was developed combining the portraiture approach and the life course theory to study five families with young children in the UK. Semi-structured interviews, observations, and curriculum document analysis were used to gain insights into these families' experiences. The study revealed diverse motivations driving parents to choose home education, including concerns about the traditional education system, a preference for personalized learning, and personal lifestyle choices and ideologies. The research data presented suggests that participants had diverse and dynamic daily routines shaped by their unique educational philosophies. In general, parents consistently sought beneficial opportunities to foster their children's social development. Challenges participants faced included curriculum suitability, financial burdens, and managing dual roles within the home. However, participants viewed these challenges as worthwhile because their main aim of educating their children in a purposeful manner was being met. In line with the theme of parental autonomy in education, parents shared their belief in the freedom for families to educate their children outside traditional schools. They supported flexi-schooling, advocated for accessible resources, the inclusion of home-educated children in assessments, and government funding provision.