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There has been a significant growth in the number of international students enrolled in initial teacher education programmes for early childhood education in Aotearoa New Zealand (Education Counts, 2024). This reflects the increasing number of teachers from overseas entering the early childhood education workforce. Educational practices and pedagogy differ across cultures and contexts which might prompt a culturally responsive pedagogical reorientation for migrant teachers. In this article, we examine migrant teachers' readiness to teach from a strengths-based cultural perspective. As migrant teachers ourselves, we explore the likely challenges faced by teachers in relation to cultural shifts, understanding of the ECE curriculum, and the resulting tensions underpinning their pedagogical practices. We also offer practical ways to support teachers in their culturally oriented readiness to teach. [ABSTRACT FROM AUTHOR]

"Supporting Early Learning Through Rhymes and Stories" by Sarah Cousins and Hilary Minns is a practical resource for early childhood educators. The book emphasizes the importance of rhymes and stories in developing literacy and language skills in young children. It provides theoretical perspectives, pedagogical strategies, and a collection of stories and rhymes grouped under various themes. The authors also offer guidance on enhancing the storytelling experience and involving parents and families. While the book includes diverse cultural content, there is room for further inclusion of non-Western worldviews and discourses. Overall, the book aims to create enjoyable learning experiences and foster a love of language for both teachers and children. [Extracted from the article]