Dr Karyn Aspden staff profile picture

Contact details +6469517389

Dr Karyn Aspden BEd, MEd, PhD

Senior Lecturer

Doctoral Supervisor
Institute of Education

I am a Lecturer in the Institute of Education, and the Programme Coordinator of the Graduate Diploma of Teaching (ECE). My background is in early childhood education, as a teacher, manager, early intervention teacher and then lecturer. My teaching areas include; Leadership in Early Childhood Educations, Studies of Infants and Toddlers, Professional Practice and Early Intervention. I am passionate about supporting both student teachers and experienced teachers to enhance thor professional skills and knowledge, to be effective, informed and intentional teachers of young children.

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Professional

Contact details

  • Ph: +64 6 3569099 ext. 84389
    Location: 1.02, Collinson Village
    Campus: Turitea

Qualifications

  • Bachelor of Education - Massey University (1996)
  • Master of Education - Massey University (2004)
  • Doctor of Philosophy - Massey University (2015)

Certifications and Registrations

  • Licence, Supervisor, Massey University

Research Expertise

Research Interests

Early childhood education

Initial teacher education

Practicum

Practicum Assessment

Early Intervention

Professional teaching practice

Infant and Toddlers - Education and Care 

Thematics

21st Century Citizenship, Health and Well-being

Area of Expertise

Field of research codes
Early Childhood Education (excl. Maori) (130102): Education (130000): Education Systems (130100): Higher Education (130103): Special Education and Disability (130312): Specialist Studies in Education (130300): Te Whariki (Maori Early Childhood Education) (130107): Teacher Education and Professional Development of Educators (130313)

Keywords

Early childhood education, professional practice, practicum, practicum assessment, early intervention, effective teaching practices, infants and toddlers, includive education

Research Projects

Summary of Research Projects

Position Current Completed
Project Leader 0 5

Research Outputs

Journal

McLaughlin, T., Cherrington, S., Hunt, L., Gifkins, V., Aspden, K., McLaughlin, C., . . . Makino Kindergarten, . (2023). A data-informed look at how sustained shared thinking can promote child learning and progress. Early education journal. 68, 45-52 Retrieved from https://eej.ac.nz/index.php/EEJ/article/view/69/58
[Journal article]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K.
Cameron, M., Aspden, K., Smith, P., & McLaughlin, T. (2023). “The curriculum just flows” – An examination of teachers’ understandings and implementation of Te Whāriki pre–2017. Waikato Journal of Education. 28(1), 41-53
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Hunt, L., McLaughlin, T., Cherrington, S., Aspden, K., & McLachlan, C. (2021). Data, knowledge, action: A teacher led inquiry into data informed teaching in early childhood education. Early Education Journal. 66, 31-34 Retrieved from https://eej.ac.nz/index.php/EEJ/article/view/31/19
[Journal article]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K.
Clarke, LR., McLaughlin, TW., Aspden, K., & Riley, T. (2021). Supporting teaching practices to foster toddlers' emotional literacy. New Zealand International Research in Early Childhood Education. 23(1), 52-58 Retrieved from https://oece.nz/members/research/nzirece-journal-2021/emotional-literacy/
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Clarke, L., McLaughlin, T., Aspden, K., Riley, T., & Gifkins, V. (2021). Characteristics of professional development research in Aotearoa New Zealand's early childhood education sector: A systematic literature review. New Zealand Annual Review of Education. 27, 79-115 Retrieved from https://ojs.victoria.ac.nz/nzaroe/article/view/8033
[Journal article]Authored by: Aspden, K., Gifkins, V., McLaughlin, T.
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Clarke, L., McLaughlin, T., Aspden, K., & Riley, T. (2021). Supporting teachers’ practice through professional learning and development: What’s happening in New Zealand early childhood education?. Australasian Journal of Early Childhood. 46(1), 66-79
[Journal article]Authored by: Aspden, K., McLaughlin, T., Riley, T.
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5
McLaughlin, T., Cherrington, S., McLachlan, C., Aspden, K., & Hunt, L. (2020). Building a data culture to enhance quality teaching and learning. New Zealand Council for Educational Research: Early Childhood Folio. 24(2), 3-8 Retrieved from https://www.nzcer.org.nz/node/61496
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Aspden, K., Clarke, L., & McLaughlin, T. (2019). Transitions as opportunities: Teaching practices to support major transitions for infants and toddlers. The First Years: Ngā Tau Tuatahi. New Zealand Journal of Infant and Toddler Education. 21(2), 5-12 Retrieved from https://www.auckland.ac.nz/en/education/research/research-publications/the-first-years-ng-tau-tuatahi.html
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Hanrahan, V., Aspden, K., & McLaughlin, T. (2019). Playing safe: Factors that enable, or challenge teachers to support safe risk-taking for young children as they transition into, or within an early childhood setting. He Kupu: The Word. 6(1), 26-37 Retrieved from https://www.hekupu.ac.nz/article/playing-safe-factors-enable-or-challenge-teachers-support-safe-risk-taking-young-children
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Smith, J., McLaughlin, T., & Aspden, K. (2019). Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter?. Australasian Journal of Early Childhood. 44(4), 408-422
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Aspden, K., Baxter, SM., Clendon, S., & McLaughlin, TW. (2022). Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers’ Perspectives – Past and Present. Topics in Early Childhood Special Education. 41(4), 294-306
[Journal article]Authored by: Aspden, K., Clendon, S., McLaughlin, T.
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1
Clarke, L., McLaughlin, TW., & Aspden, K. (2019). Promoting learning during toddlers’ peer conflicts: teachers’ perspectives. Early Years. 39(4), 426-440
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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4
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Clarke, L., Aspden, K., & McLaughlin, T. (2018). Teachers’ perspectives on how to support and promote toddlers’ learning during peer conflicts. The first years : New Zealand journal of infant and toddler education. 20(2)
[Journal article]Authored by: Aspden, K., McLaughlin, T.
Clarke, L., Aspden, K., & McLaughlin, T. (2018). Teachers’ perspectives on how to support and promote toddlers’ learning during peer conflicts. The First Years: Ngā Tau Tuatahi. New Zealand Journal of Infant and Toddler Education. 20(2), 19-26 Retrieved from https://www.auckland.ac.nz/en/education/research/research-publications/the-first-years-ng-tau-tuatahi.html
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Blucher, M., Aspden, K., & Jackson, J. (2018). Play-based learning in an Aotearoa NZ classroom: What are student, parent, teacher and school leader perspectives?. Set: Research Information for Teachers. Set: 2018(3), 51-59 Retrieved from https://www.nzcer.org.nz/nzcerpress/set/articles/play-based-learning-aotearoa-new-zealand-classroom-child-parent-teacher-and
[Journal article]Authored by: Aspden, K.
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McLachlan, C., Cherrington, S., Aspden, K., & McLaughlin, T. (2018). Defining quality in a divided sector: A review of policy and practice in early childhood settings in New Zealand from 2008 to 2018. New Zealand Annual Review of Education. 23, 111-125 Retrieved from https://ojs.victoria.ac.nz/nzaroe/article/view/5319
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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McLaughlin, TW., Aspden, KM., & Clarke, L. (2017). How do teachers support children’s social emotional competence: Strategies for teachers. New Zealand Council for Educational Research: Early Childhood Folio. 21(2), 21-27
[Journal article]Authored by: Aspden, K., McLaughlin, T.Contributed to by: Aspden, K.
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Aspden, KM. (2017). The complexity of practicum assessment in teacher education: An examination of four New Zealand case studies. Australian Journal of Teacher Education. 42(12), 128-143
[Journal article]Authored by: Aspden, K.
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10
Aspden, KM., & McLachlan, C. (2017). A complex act – Teacher educators share their perspectives of practicum assessment.. Waikato Journal of Education. 22(3), 21-32
[Journal article]Authored by: Aspden, K.
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McLaughlin, T., Aspden, K., & Snyder, P. (2016). Intentional Teaching as a Pathway to Equity in Early Childhood Education: Participation, Quality, and Equity. New Zealand Journal of Educational Studies. 51(2), 175-195
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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13
McLaughlin, TW., Aspden, KM., & McLachlan, CJ. (2015). How do teachers build strong relationships? A study of teaching practices to support child learning and social emotional competence. Early Childhood Folio. 19(1), 31-38
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Aspden, K., & Smith, P. (2012). Researching with Rogoff: Our use of the planes of analysis in educational research. Early Education. 51(Autumn/Winter), 17-21 Retrieved from http://www.aut.ac.nz/__data/assets/pdf_file/0004/393835/EE51_web.pdf
[Journal article]Authored by: Aspden, K.
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Book

McLachlan, C., McLaughlin, T., Cherrington, S., & Aspden, K. (2023). Looking Towards the Future Use of Assessment and Data Systems in Early Years Settings. In C. McLachlan, T. McLaughlin, S. Cherrington, & K. Aspden (Eds.) Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (pp. 331 - 350). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K., McLaughlin, T.
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Aspden, K., Hunt, L., McLaughlin, T., & Cherrington, S. (2023). Developing Teacher-Researchers Capacity to Support the Use of New Data Systems. In C. McLachlan, T. McLaughlin, S. Cherrington, & K. Aspden (Eds.) Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (pp. 309 - 330). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K., McLaughlin, T.
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Cherrington, S., McLaughlin, T., Aspden, K., Hunt, L., & McLachlan, C. (2023). Data, Knowledge, Action: The Uses of Data Systems as Auxiliary Tools to Aid Teachers’ Thinking About Children’s Curriculum Experiences and Teacher Practices. In C. McLachlan, T. McLaughlin, S. Cherrington, & K. Aspden (Eds.) Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (pp. 287 - 308). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K., McLaughlin, T.
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McLachlan, C., & McLaughlin, T. (2023). Revisiting the Roles of Teachers as Assessors of Children’s Progress: Exploration of Assessment Practices, Trends, and Influences Over Time. In C. McLachlan, T. McLaughlin, S. Cherrington, & K. Aspden (Eds.) Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (pp. 29 - 59). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: McLaughlin, T.Edited by: Aspden, K., McLaughlin, T.
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McLachlan, C., McLaughlin, T., Cherrington, S., & Aspden, K. (2023). Using Data Systems to Inform Early Childhood Practice. In C. McLachlan, T. McLaughlin, S. Cherrington, & K. Aspden (Eds.) Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (pp. 3 - 25). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K., McLaughlin, T.
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McLachlan, C., McLaughlin, T., Cherrington, S., & Aspden, K. (Eds.) (2022). Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (Vol. 5) Singapore: Springer Nature Singapore Pte Ltd
[Edited Book]Edited by: Aspden, K., McLaughlin, T.
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Aspden, K., McLaughlin, T., & Clarke, L. (2021). Specialized pedagogical approaches to enhance quality for infants and toddlers in ECE: Some thoughts from Aotearoa New Zealand. In Quality Improvement in Early Childhood Education: International Perspectives on Enhancing Learning Outcomes. (pp. 1 - 19).
[Chapter]Authored by: Aspden, K., McLaughlin, T.
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2
Tyler-Merrick, G., Cherrington, S., McLaughlin, T., McLachlan, C., Aspden, K., & Phillips, J. (2019). Aotearoa/New Zealand early childhood education: Moving forward with intention. In Policification of Early Childhood Education and Care: Early Childhood Education in the 21st Century Vol III. (pp. 142 - 153).
[Chapter]Authored by: Aspden, K., McLaughlin, T.
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Tyler-Merrick, G., Phillips, J., McLachlan, C., McLaughlin, T., Aspden, K., & Cherington, S. (2018). Early childhood education and care in Aotearoa/New Zealand: History and features. In International Perspectives on Early Childhood Education and Care: Early Childhood Education in the 21st Century. (pp. 127 - 142).
[Chapter]Authored by: Aspden, K., McLaughlin, T.Contributed to by: Aspden, K.
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1
Aspden, KM. (2015). Dual roles: Mentoring and assessment in the early childhood practicum. In C. Murphy, & K. Thornton (Eds.) Mentoring in early childhood education. (pp. 105 - 118). Wellington, New Zealand: NZCER Press (New Zealand council for educational research
[Chapter]Authored by: Aspden, K.

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Thesis

Aspden, KM. (2014). Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. (Doctoral Thesis) Aspden, KM. (2014). Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. (Doctoral Thesis)
[Doctoral Thesis]Authored by: Aspden, K.
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Conference

Aspden, KM., & McLaughlin, T. (2017). Early intervention and key teaching practices for infants/toddlers in Aotearoa/New Zealand. Poster session presented at the meeting of Division for Early Childhood: Annual International Conference on Young Children with Special Needs and their Families. Portland, Oregon, USA
[Conference Poster]Authored by: Aspden, K., McLaughlin, T.
Aspden, KM. (2016, June). A complex act – Teacher educators share their stories of practicum assessment.. Presented at Teacher Education Forum of New Zealand (TEFANZ) Conference. Dunedin, New Zealand.
[Conference Oral Presentation]Authored by: Aspden, K.
Aspden, KM., & McLaughlin, T. (2016, November). Teaching practices for infants and toddlers: Examining transitions. Presented at New Zealand Association for Research in Education
[Conference Oral Presentation]Authored by: Aspden, K.
McLaughlin, T., & Aspden, K. (2016, November). Identifying teaching practices for early childhood. Presented at New Zealand Association for Research in Education. Wellington, NZ..
[Conference Oral Presentation]Authored by: Aspden, K.Contributed to by: Aspden, K.
McLaughlin, T., & Aspden, KM. (2015, November). Promoting children’s learning and social-emotional competence: Research design and development. Presented at New Zealand Association for Research in Education. Whakatane.
[Conference Oral Presentation]Authored by: Aspden, K.

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Aspden, KM. (2014, November). Practicum assessment as an institutional, relational and individual act: An examination of four case studies. Presented at Australian Association of Research in Education. Brisbane, Australia.
[Conference Oral Presentation]Authored by: Aspden, K.
Aspden, KM. (2012, November). Sharing stories – Student Teachers, Teacher Educators and Associate Teachers talk about the assessment of practicum. Presented at ECE SIG Hui - NZARE Conference. Hamilton.
[Conference Oral Presentation]Authored by: Aspden, K.
Aspden, KM. (2012, November). Sharing stories – Student Teachers, Teacher Educators and Associate Teachers talk about the assessment of practicum. Presented at NZARE Conference. Hamilton.
[Conference Oral Presentation]Authored by: Aspden, K.
Bethell, K., Dean, JK., Cameron, M., Aspden, K., McLachlin, C., Watson, J., . . . Smith, P. (2012). Early years research: Relational, responsive and connected. Poster session presented at the meeting of Vice Chancellor Symposium. Wellington
[Conference Poster]Authored by: Aspden, K.
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Aspden, KM. (2012, November). Sharing stories – Student Teachers, Teacher Educators and Associate Teachers talk about the assessment of practicum. Presented at NZARE Early Childhood SIG Research Hui. Rotorua, New Zealand.
[Conference Oral Presentation]Authored by: Aspden, K.
Aspden, KM., & Aspden, KM. (2012, November). Sharing stories – Student Teachers, Teacher Educators and Associate Teachers talk about the assessment of practicum. Presented at NZARE Early Childhood Education SIG, Reserach Hui. Rotorua, New Zealand.
[Conference Oral Presentation]Authored by: Aspden, K.
Aspden, KM., & Smith, PJ. (2011, November). Research Journeys with Rogoff. Presented at New Zealand Association for Research in Education. Tauranga.
[Conference Oral Presentation]Authored by: Aspden, K.
Aspden, KM.Light and Shadow: Illuminating the assessment of practicum in early childhood initial teacher education. : Presentation to the NZARE Early Childhood SIG Hui
[Conference Paper in Published Proceedings]Authored by: Aspden, K.
Aspden, KM. (2010, November). Light and Shadow: Illuminating the assessment of practicum in early childhood initial teacher education. Presented at Presentation to the NZARE SIG ECE Hui. Auckland.
[Conference Oral Presentation]Authored by: Aspden, K.
Aspden, KM. (2011). Light and Shadow: Illuminating the assessment of practicum in early childhood initial teacher education. Proceedings of the New Zealand Association for Research in Education Conference and Annual Meeting, 2010. Wellington, New Zealand: NZARE
[Conference Paper in Published Proceedings]Authored by: Aspden, K.

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Other

Aspden, KM. (2014, March). The Assessment of Practicum - Associate Teachers tell their story.. In The Annual Auckland Associate Teachers Symposium.
[Oral Presentation]Authored by: Aspden, K.

Teaching and Supervision

Contact Supervisor

Summary of Doctoral Supervision

Position Current Completed
Main Supervisor 1 0
Co-supervisor 4 1

Current Doctoral Supervision

Main Supervisor of:

  • Vikki Hanrahan - Doctor of Philosophy
    Shaping understanding and practices related to risk and resilience for infants and toddlers in early childhood education. A review of initial teacher education in Aotearoa New Zealand.

Co-supervisor of:

  • Kun Wu - Doctor of Philosophy
    The significance of relationships to student wellbeing - A comparative study of China and New Zealand educator
  • Xiangning Li - Doctor of Philosophy
    Exploring inclusive opportunities and practices in early childhood education
  • Min Wang - Doctor of Philosophy
    Chinese Student Teachers’ Perspectives of Intentional Teaching in the Aotearoa New Zealand ECE Context: A Mixed Methods Case Study
  • Julie Houghton - Doctor of Philosophy
    Social and emotional development of tamariki in the context of early childhood in Aotearoa New Zealand

Completed Doctoral Supervision

Co-supervisor of:

  • 2022 - Linda Clarke - Doctor of Philosophy
    Transforming early childhood teachers’ professional learning and development: A study of research, provision, and potential