2025
Chapter in Book - Research
Gaches, S. (2025). Juggling in three dimensions all the time: Complex interdependencies in infant and toddler settings. In G. Quinones & A. Delaune (Eds.), Wellbeing for infants and toddlers in education and care: International perspectives. (pp. 119-124). Cham, Switzerland: Springer Nature. doi: 10.1007/978-3-031-89376-6_8
Journal - Research Article
Watkins, J., Hay, A., & Gaches, S. (2025). Prioritising learning dispositions while weaving in language literacies and mathematics. Early Childhood Folio. Advance online publication. doi: 10.18296/ecf.1165
Conference Contribution - Published proceedings: Abstract
Gunn, A. C., Carvalho, R., Gaches, S., & Gaffney, M. (2025). Preservice teachers learning about mentors' care(full) teaching. Proceedings of the New Zealand Association for Research in Education (NZARE) Conference. Retrieved from https://www.nzare.org.nz/conference
Gaches, S., Hay, A., & Watkins, J. (2025). Teaching our youngest learners: Learning dispositions, literacy and mathematics with tamariki under two. Proceedings of the New Zealand Association for Research in Education (NZARE) Conference. Retrieved from https://www.nzare.org.nz/conference
Conference Contribution - Verbal presentation and other Conference outputs
Gaches, S. (2025). Care-full teaching: Critical pedagogies of resistance. Verbal presentation at the 31st Reconceptualizing Early Childhood Education (RECE) Conference, Santiago, Chile.
2024
Chapter in Book - Research
Gaches, S., & Martin, R. (2024). “Professional conversations which lead to professional learning”: Provoking change in teacher education (and beyond) through Te Tiriti o Waitangi and mana whenua relationships. In I. Berger (Ed.), Intimately situated stories of place: Activating place-centred pedagogies in early childhood education. (pp. 245-266). Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-031-63034-7_12
Journal - Research Article
Gaches, S. (2024). ‘It's not, it's not random’: Teaching and learning in infant and toddler settings. Contemporary Issues in Early Childhood. Advance online publication. doi: 10.1177/14639491241292764
Gaches, S., Gunn, A., Gaffney, M., & Carvalho, R. (2024). Refocusing care as central to teaching within ECE. Early Childhood Folio, 28(1), 13-17. doi: 10.18296/ecf.1137
Conference Contribution - Published proceedings: Abstract
Gaches, S. (2024). ECE/ECCE/ECEC where does care go? Teacher Narratives, epistemic injustices and neoliberalism. Proceedings of the Reconceptualizing Early Childhood Education (RECE) Conference : Pathways: Where we've been, where we are, where we want to go. Retrieved from https://receinternational.org/
Gunn, A. C., Carvalho, R., Gaches, S., & Gaffney, M. (2024). Influencing teacher learning with narratives of care-full teaching. Proceedings of the 32nd European Early Childhood Education Research Association (EECERA) Annual Conference. A16. [Abstract]
Conference Contribution - Verbal presentation and other Conference outputs
Gunn, A., Gaches, S., & Pfeifer, J.-L. (2024, December). Generative AI and narrative assessment practice: What aren't we discussing yet? Verbal presentation at the New Zealand-China Early Childhood Education Symposium: Digital Transformation in Early Childhood Education, Christchurch, New Zealand.
Gaches, S., Gaffney, M., Carvalho, R., Curtis, A., & Gunn, A. (2024, February). The care-FULL work of early childhood professionals. Verbal presentation at the Performance of the Real Research Theme Interdisciplinary Conference: Performing Care and Carelessness, Dunedin, New Zealand.
2023
Edited Book - Research
Gibbons, A., Gaches, S., Arndt, S., Sapon-Shevin, M., Murray, C., Urban, M., & Tesar, M. (Eds.). (2023). Home in early childhood care and education: Conceptualizations and reconfigurations. Cham, Switzerland: Palgrave Macmillan, 214p. doi: 10.1007/978-3-031-43695-6
Chapter in Book - Research
Gaches, S. (2023). The things of home: Histories, people, stories, belonging. In A. Gibbons, S. Gaches, S. Arndt, M. Sapon-Shevin, C. Murray, M. Urban & M. Tesar (Eds.), Home in early childhood care and education: Conceptualizations and reconfigurations. (pp. 133-149). Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-031-43695-6_1
Gibbons, A., Sapon-Shevin, M., Gaches, S., Urban, M., Murray, C., Tesar, M., & Arndt, S. (2023). Welcome to home: An introduction. In A. Gibbons, S. Gaches, S. Arndt, M. Sapon-Shevin, C. Murray, M. Urban & M. Tesar (Eds.), Home in early childhood care and education: Conceptualizations and reconfigurations. (pp. 1-24). Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-031-43695-6_1
Journal - Research Article
Gaches, S. (2023). Sharing their ideas with the world: The views and voices of young children. Journal of Early Childhood Research, 21(1), 46-62. doi: 10.1177/1476718X221125593
Conference Contribution - Published proceedings: Abstract
Gaches, S. (2023). Kaiako intentionality in care and education with infants and toddlers. Proceedings of the New Zealand Association for Research in Education (NZARE) Conference. 1061. Retrieved from https://nzare.org.nz/
Gaches, S., Carvalho, R., Curtis, A., & Gaffney, M. (2023). Mā te ahurei o te tamaiti e ārahi i ā tātou mahi: Let the uniqueness of the child guide our work [Panel discussion]. Proceedings of the 29th Reconceptualizing Early Childhood Education (RECE) Conference : Pathways: Where we've been, where we are, where we want to go. (pp. 8). Retrieved from https://receinternational.org/
2022
Journal - Research Article
Gaches, S. (2022). Building from At-Promise: Scholarship and mentoring for transformation. International Critical Childhood Policy Studies, 9(1), 37-48.
Gaches, S., Martin, R., Clark, B., & Paerata, M. (2022). Educating the teacher educators: Embedding Te Tiriti o Waitangi relationships in ongoing professional learning and development. Asia-Pacific Journal of Research in Early Childhood Education, 16(3), 99-121. doi: 10.17206/apjrece.2022.16.3.99
Gaches, S. (2022). Using critically reflexive ethics in practice to address issues of representation in children’s rights-based research. Global Studies of Childhood, 12(4), 374-386. doi: 10.1177/2043610620959679
2021
Journal - Research Article
Gaches, S. (2021). Can I share your ideas with the world? Young children's consent in the research process. Journal of Childhood Studies, 46(2), 20-33. doi: 10.18357/jcs462202119925
2020
Chapter in Book - Research
Betts, R., & Gaches, S. (2020). Entering unknown spaces: Tamariki and whānau from refugee backgrounds. In A. C. Gunn, N. Surtees, D. Gordon-Burns & K. Purdue (Eds.), Te aotūroa tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. (2nd ed.) (pp. 72-89). Wellington, New Zealand: NZCER Press.
Gaches, S., & Gallagher, M. (2020). Children as research consultants: The ethics and rights of no research about them without consulting with them. In J. Murray, B. B. Swadener & K. Smith (Eds.), The Routledge International Handbook of Young Children's Rights. (pp. 484-503). Abingdon, UK: Routledge.
2019
Journal - Research Article
Gaches, S., & Gaffney, M. (2019). Children's rights and the draft Strategic Plan for Early Learning: Where are the children? Early Childhood Folio, 23(1), 22-27. doi: 10.18296/ecf.0064
Journal - Research Other
Gaches, S., & Gunn, A. C. (2019). (New) critical readings of Aotearoa New Zealand early childhood policy and practice. International Critical Childhood Policy Studies, 7(1), 1-5. [Editorial].
Conference Contribution - Published proceedings: Abstract
Gaches, S. (2019). Powerful voices: Children as research consultants. Proceedings of the American Educational Research Association (AERA) Annual Meeting: Leveraging Education Research in a "Post-Truth" Era: Multimodal Narratives to Democratize Evidence. Retrieved from http://www.aera19.net/
Gaches, S. (2019). Gun play, funds of knowledge, and children's rights. Proceedings of the American Educational Research Association (AERA) Annual Meeting: Leveraging Education Research in a "Post-Truth" Era: Multimodal Narratives to Democratize Evidence. Retrieved from http://www.aera19.net/
2018
Journal - Research Article
Gaches, S., & Walli, S. (2018). ‘My mom says you’re not really a teacher’: Rhizomatic explorations of ever-shifting student teacher identities and experiences. Contemporary Issues in Early Childhood, 19(2), 131-141. doi: 10.1177/1463949118778020
Journal - Research Other
Gaches, S. (2018). Preparing teachers to confront neoliberal discourses and to teach children equitably. Policy Futures in Education, 16(6), 645-651. doi: 10.1177/1478210318798995
2017
Chapter in Book - Research
Gaches, S. L. (2017). Time and relationship: Paternal and maternal tensions in teacher narrative. In K. Smith, K. Alexander & S. Campbell (Eds.), Feminism(s) in early childhood: Using feminist theories in research and practice. (pp. 121-133). Singapore: Springer. doi: 10.1007/978-981-10-3057-4_10
Journal - Research Article
Gaches, S., & Hill, D. (2017). Power and assessment: A genealogical analysis of the CLASS. Journal of Curriculum & Pedagogy, 14(2), 125-142. doi: 10.1080/15505170.2017.1335253
Conference Contribution - Published proceedings: Abstract
Gibbons, A., Sapon-Shevin, M., Tesar, M., Murray, C., Urban, M., Arndt, S., & Gaches, S. (2017). Stories, theories, and reconceptualizations of home in early childhood education: A caravan of nomadic thinking [Plenary panel discussion]. Proceedings of the Reconceptualizing Early Childhood Education Conference (RECE): Finding a Home in the World: Migration, Indigeneity, and Citizenship. (pp. 5-6). Retrieved from http://receinternational.org/archives.html#sthash.B6SVykvW.dpbs
Gaches, S., & Walli, S. N. (2017). Beyond cultural responsiveness: Teacher candidates' stories of relationships and funds of knowledge. Proceedings of the American Educational Research Association (AERA) Annual Meeting. Retrieved from https://convention2.allacademic.com/one/aera/aera17/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1178246&PHPSESSID=q45otgca82c541f0ujuha3q404
Conference Contribution - Verbal presentation and other Conference outputs
Gaches, S., & Gaffney, M. (2017, August). Collaborative close-reading of Revised Te Whāriki. Verbal presentation at the University of Otago College of Education Annual Research Hui, Dunedin, New Zealand.
2016
Conference Contribution - Published proceedings: Abstract
Gaches, S. (2016). "The lessons really are the student's..." Proceedings of the American Educational Research Association (AERA) Conference. Retrieved from http://www.aera.net/Events-Meetings/Annual-Meeting
2015
Journal - Research Article
Peters, L. J., Gaches, S., & Swadener, B. B. (2015). Narratives on children’s rights and well-being. He Kupu, 4(2), 58-70.
Conference Contribution - Published proceedings: Abstract
Gaches, S., Im, H., Swadener, B. B., & Blanchet-Cohen, N. (2015). Children's views and visions of education rights from the United States and Canada. Proceedings of the American Educational Research Association (AERA) Conference. Retrieved from http://www.aera.net/Events-Meetings/Annual-Meeting
Conference Contribution - Verbal presentation and other Conference outputs
Gaches, S., & Walli, S. (2015, October). Learning stories aren't just for children. Verbal presentation at the 23rd Reconceptualizing Early Childhood Education (RECE) Conference: Narratives of Difference: Translations, Transgressions, and Transformations, Dublin, Ireland.
Other Research Output
Gaches, S. (2015, June). What are you assessing? Using genealogical analysis as a critical approach to exposing power relationships in early childhood assessments. ICL Education Centre, AUT, Auckland, New Zealand. [Public Seminar].
2014
Journal - Research Other
Gaches, S. (2014). [Review of the book Stand together or fall apart: Professionals working with immigrant families]. Contemporary Issues in Early Childhood, 15(2), 212-214. doi: 10.2304/ciec.2014.15.2.210
Conference Contribution - Verbal presentation and other Conference outputs
Gaches, S., Hill, D., & Longoria, B. (2014, November). De-CLASS-Ified: A genealogical analysis of the CLASS assessment tool. Verbal presentation at the 22nd Reconceptualizing Early Childhood Education (RECE) Conference: Spaces of Resistance: Histories and Futures, Kent, USA.
2013
Chapter in Book - Research
Swadener, B. B., Peters, L. J., & Gaches, S. (2013). Taking children’s rights and participation seriously: Cross-national perspectives and possibilities. In V. Pacini-Ketchabaw & L. Prochner (Eds.), Re-situating Canadian early childhood education: Rethinking childhood (Vol. 47). (pp. 189-210). New York, USA: Peter Lang. doi: 10.3726/978-1-4539-1039-9
Conference Contribution - Verbal presentation and other Conference outputs
Gaches, S. (2013, November). "Great expectations for children and families": Communities of practice for diverse early childhood professionals. Verbal presentation at the 21st Reconceptualizing Early Childhood Education (RECE) Conference: Reclaiming the Indigenous Child, Family, and Community: Pedagogies of Place, Nairobi, Kenya.
2012
Conference Contribution - Verbal presentation and other Conference outputs
Gaches, S. (2012, November). All we are saying: Teacher narratives for a new view. Verbal presentation at the 20th Reconceptualizing Early Childhood Education (RECE) Conference: Reconceptualizing the Field: Past, Present, and Future, State College, USA.
Senior Lecturer (Early Childhood Education)