CORE's Team

Sarah Te One

Accredited Facilitator (English-medium), Senior Research


2008 PhD - Victoria University of Wellington
2000 MEd (Distinction) - Victoria University of Wellington
1978 NZFKU Dip
1978 DipTch (ECE) - Wellington Teachers College
1977 BA (Education and Classics) - Victoria University of Wellington

Contact details


P: 0800 267 300

M: 027 291 9681

Accreditation Number: ACC 1023

Region: Wellington

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Sarah Te One FS

Current projects

  • Te Whāriki
  • SELO 1: Kāhui Ako
  • Kāpiti ECE

Previous projects

  • SELO 2: Language, culture and identity

Professional experience

Sarah is a highly respected facilitator in the early years sector. She brings her experience as a researcher on local and national projects to her work at CORE. She has recently completed a two-year project on transitions to school, funded by the Ministry of Education. As well, Sarah is a sought-after keynote speaker and workshop facilitator on children’s rights. Her experiences are broader than just the early years, and she works across the social services sector to advocate for children’s wellbeing.


  • Lecturer
  • Workshop designer
  • Facilitator
  • Researcher
  • Writer
  • Project manager

Professional body membership

  • Action for Children and Youth Aotearoa


  • Te One, S. & Welsh Sauni, M. (2018, in press). “I have a new taiaha”: Learning new ways to advocate for the rights of mokopuna Māori. In F. Farini & A. Scollan (Eds). Childhood in the mirror. The reflexive construction of children self-determination in discourses, policies and practices. Springer.
  • Te One S. with Cox, J., Frater, G., Kirkwood, N., Pennington, J. & Robinson, S. (2017). It’s a big deal for all of us. Supporting transitions from early childhood education services to school. Wellington: Ministry of Education
  • Te One, S., Jamison, A., & Ruri, M. (2017). Local issues on the global stage: Reporting on the UN Convention on the Rights of the Child. ECE Folio Special Edition. Wellington: NZCER Press.
  • Dalli, C., Te One, S., Pairman, A. (2017). "Involving children in educational research: Researcher reflections on challenges". In P. Garnier & S Rayner (Eds) Recerches avec les jeunes enfants. Perspectives internationals (135 – 155). Bruxelles: P.I.E. Peter Lang
  • Taylor, N. & Te One, S. (2016). Children’s rights in Aotearoa New Zealand. C. Dalli & A. Meade (Eds). "Research, Policy and Advocacy in the Early Years". (pp. 48-58) Wellington: NZCER Press
  • Te One, S., Blaikie, R., Egan-Bitran, M., Henley, Z. (2014). You can ask me if you really want to know what I think. Educational Philosophy and Theory, 46:9, 1052-1068, DOI: 10.1080/00131857.2014.931008
  • Duncan, J., Te One, S. (2014). Re-visioning the relationships: Refracted understandings of partnering with parents in the early education space. Early Education, Special Edition.
  • Duncan, J., Te One, S. (2014). Joining the tots: Visual research tools to connect families and community in early childhood education. Australian Journal of Early Childhood, 39 (3)
  • Duncan, J. & Te One, S. (Eds). (2012). Comparative early childhood education services. International perspectives. Palgrave.

Conference presentations

  • 2017, Nelson Tasman Kindergarten Association: Full day workshop, Children’s Rights in ECE.
  • 2017, NZEI, Dunedin: Full day workshop, Advocating for Children’s Rights.
  • 2017, Childhood Studies Colloquium: Presentation, I have a new taiaha. Māori Warden’s advocacy for mokopuna Māori.
  • 2017, OMEP: Keynote, Understanding children’s rights.
  • 2017, Otago School of Medicine: Presentation, Ask me if you want to know what I think. Research methods with young children.
  • 2017, Petone Basin Transitions to School Network: Keynote, It’s a big deal for all of us – transitions to school.

Personal statement

My strengths are to bring research and policy into the reality of practice for kaiako. I have the ability to work across the children’s sector using a child rights framework. As an experienced researcher, I understand how the inquiry models can work to support innovation and changes to teacher practice in ways that make positive differences for children and whānau.