Download or read book Weaving Te Wh riki written by Joce Nuttall and published by . This book was released on 2003 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Weaving Te Wh riki written by Jocelyn Grace Nuttall and published by Nzcer Press. This book was released on 2013 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Weaving Te Whāriki is the only volume to bring together New Zealand and international commentary on the history, implementation, and influence of Aotearoa New Zealand's ground-breaking early childhood curriculum framework. This new edition contains substantial updates of the chapters in the first edition, plus four new chapters: on Pacifica perspectives, working with infants and toddlers, transition to school, and perspectives on play. Authors from New Zealand, Australia, Denmark and the United Kingdom offer their analysis of Te Whāriki in ways that will be accessible to student teachers, early childhood educators, academics, and policy makers alike.

Download or read book Understanding the Te Whariki Approach written by Wendy Lee and published by Routledge. This book was released on 2013 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding the Te Whriki Approach is a much-needed source of information for those wishing to extend and consolidate their understanding of the Te Whriki approach, introducing the reader to an innovative bicultural curriculum developed for early childhood services in New Zealand. It will enable the reader to analyse the essential elements of this approach to early childhood and its relationship to quality early years practice. Providing students and practitioners with the relevant information about a key pedagogical influence on high quality early years practice in the United Kingdom, the book explores all areas of the curriculum, emphasising: strong curriculum connections to families and the wider community; a view of teaching and learning that focuses on responsive and reciprocal relationships with people, places and things; a view of curriculum content as cross-disciplinary and multi-modal; the aspirations for children to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society; a bicultural framework in which indigenous voices have a central place. Written to support the work of all those in the field of early years education and childcare, this is a vital text for students, early years and childcare practitioners, teachers, early years professionals, children's centre professionals, lecturers, advisory teachers, head teachers and setting managers.

Download or read book Intentional Teaching in New Zealand Early Childhood Education written by Susan Batchelar and published by . This book was released on 2016 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years the term intentional teaching has entered the lexicon of early childhood education. A small but growing body of international literature investigating the notion of intentional teaching in early childhood education was located at the beginning of this study. Its relevance to the New Zealand context was not, however, clear and little research had been conducted in New Zealand. Moreover, the notion of intentional teaching as described internationally appeared to foreground teaching and teachers in a way that the New Zealand early childhood curriculum statement, Te Whāriki, does not. Nevertheless, prior to this study beginning there were indications that early childhood teachers and policy-makers in this country were starting to think about and discuss the notion of intentional teaching. The focus of the study reported in this thesis was teachers’ understanding of intentional teaching, and what aspects of their practice might be considered as intentional. The aim of this study was to develop a ground-up understanding of the nature of intentional teaching in New Zealand early childhood education centres that was based on empirical data. Consequently, this study was designed and conducted according to the principles of constructivist grounded theory (Charmaz, 2000). Thirteen qualified early childhood teachers from three early childhood centres participated. The methods used were: focus group interviews, individual interviews, observations, informal professional conversations, and a review of centre documentation. Data were analysed using the constant comparative technique that is central to constructivist grounded theory. In addition, the preliminary findings and theoretical model were presented to available participants for their comments, which were then incorporated into the final analysis. The major finding of this study was that intentional teaching was an holistic and dynamic process that had its origins in teachers’ aspirations for children. These aspirations were translated into intentional teaching practice through the teachers’ curriculum decisions. In addition, the findings indicated that intentional teaching was demonstrated both in planned experiences and in teachers’ spontaneous and intuitive responses to children’s emerging inquiry. However, intentional teaching was typically unarticulated. This thesis presents the original substantive grounded theory that was constructed from these findings. This theory explains intentional teaching as being the result of a complex and dynamic relationship between teachers’ aspirations, decisions, and actions. The limitations of the study are acknowledged, and possible areas for future research are identified. The engagement of the research and teaching communities with this theoretical model is invited. The thesis argues that this substantive theory has the potential to empower early childhood teachers to identify, articulate, and explain their intentional teaching. It also has implications for early childhood teacher-educators, and policy-makers, and these implications are considered.

Download or read book Early Childhood Education in Aotearoa New Zealand History Pedagogy and Liberation written by J. Ritchie and published by Springer. This book was released on 2013-12-09 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Taking as a starting point the work of Aotearoa New Zealand to provide an education system that includes curriculum, pedagogy, and language from indigenous Maori culture, this book investigates the ensuing practices, policies, and dilemmas that have arisen and provides a wealth of data on how truly culturally inclusive education might look.

Download or read book Weaving the Montessori Whariki written by Nicola Chisnall and published by . This book was released on 2003-01-01 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Kia Tipu Te Wairua Toi Fostering the Creative Spirit written by Beverley Clark and published by . This book was released on 2013 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Ngahere Project written by Janette Kelly and published by . This book was released on 2013 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is an outcome of The Ngahere Project: an 18 month action research project involving Tauranga Region Kindergartens in the Bay of Plenty, Campus Creche Trust in Hamilton and the University of Waikato--Page 4.

Download or read book Evaluating Early Childhood Programmes Using the Strands and Goals of Te Wh riki the National Early Childhood Curriculum written by Valerie N. Podmore and published by . This book was released on 1998 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: This New Zealand project was intended to develop and test a framework for early child care practitioners to undertake their own evaluation of implementation of Te Whariki, the New Zealand early childhood curriculum, in a range of early child care centers. This report marks the completion of the project's phase 1, involving focus group interviews and consultations, and phase 2, involving ethnographic studies completed in seven early childhood centers. The report describes the consultations and methodologies, but also includes insight into processes and stages of the development of a proposed framework for evaluation. The final section of the report outlines an approach to evaluation that would be the starting point of the action research in phase 3 of the project. The report's six appendices include a discussion document on connecting assessment to evaluation, questions for the focus group interviews, and "trees" for categorizing observational data. (LBT)

Download or read book Implementing Te Wh riki s M ori Language Aspirations written by Julie Meagher and published by . This book was released on 2011 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: Te Whāriki (Ministry of Education, 1996), the early childhood curriculum seeks to reflect and support the vision of a bicultural society where early childhood educators contribute towards the revitalisation and protection of the Māori language, not only for Māori, but also for the benefit and enrichment of all children within Aotearoa New Zealand. This study investigated how mainstream early childhood teachers are implementing Māori language aspirations from Te Whāriki in their teaching. Specifically, employing statements from Te Whāriki, the study also examined how teachers were making te reo Māori "visible and affirming its value for children from all cultural backgrounds" and promoting "an appreciation of te reo as a living and relevant language" in their centres. The study utilised a qualitative design, using a case study of one early childhood centre to rovide some contemporary insight into the issue of te reo Māori practice within mainstream early childhood education. The research questions were addressed through the data collection techniques of field observations, individual and group interviews and analysis of documentary evidence. The findings suggested that despite issues related to fluency, teachers were committed to using te reo Māori in their practice and used strategies in ways that their competence allowed. Teachers communicated a positive enthusiasm for the Māori language through using centre resources, instructions, mat-times and waiata in their practice. They also expressed strong beliefs in relation to influencing the attitudes and behaviours of children towards te reo Māori. Positive strategies were identified as a feasible way forward for teachers to gain competence and confidence in te reo Māori. Moreover, these were identified as a possible way to expose children to authentic examples of te reo and tikanga Māori and in encouraging positive attitudes towards the Māori language. The conclusion argues that in meeting the personal challenges in the implementation of te reo, there is a need for positive strategies that are relevant and responsive to teachers' specific needs and fulfill Te Whāriki's aspirations. However this thesis also argues that despite teachers' best efforts, this may not be sufficient to meet the aspirations of a Tiriti-based curriculum that supports the revitalization of te reo Māori. Nevertheless, this thesis provides positive support for early childhood teachers as they move forward in terms of Tiriti-based commitment and practice.

Download or read book Professionalism in Early Childhood Education and Care written by Carmen Dalli and published by Routledge. This book was released on 2013-09-13 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: The professionalism of the early childhood sector has gained prominence on the policy agendas of many countries. National pedagogical frameworks or curricula and an upsurge of pathways to gaining or upgrading qualifications has led to a pervasive terminology of professionalism. Yet, despite the pervasiveness of this terminology, the question of what professionalism means in early years contexts remains open to debate. This book draws together the work of an international group of scholars who have engaged with this question. They ask: How can professionalism be conceptualised in early childhood settings? How might one act professionally in increasingly diverse and changing social and cultural contexts? Do we have a common ground of understanding about these terms? Are there key concepts that can be agreed upon? Drawing on research and experience across a wide range of national contexts, this book seeks an understanding of early childhood professionalism in local contexts that might throw light on the global implications of this term. This book was published as a special issue in the European Early Childhood Education Research Journal.

Download or read book Unsettling the Colonial Places and Spaces of Early Childhood Education written by Veronica Pacini-Ketchabaw and published by Routledge. This book was released on 2015-03-24 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unsettling the Colonial Places and Spaces of Early Childhood Education uncovers and interrogates some of the inherent colonialist tensions that are rarely acknowledged and often unwittingly rehearsed within contemporary early childhood education. Through building upon the prior postcolonial interventions of prominent early childhood scholars, Unsettling the Colonial Places and Spaces of Early Childhood Education reveals how early childhood education is implicated in the colonialist project of predominantly immigrant (post)colonial settler societies. By politicizing the silences around these specifically settler colonialist tensions, it seeks to further unsettle the innocence presumptions of early childhood education and to offer some decolonizing strategies for early childhood practitioners and scholars. Grounding their inquiries in early childhood education, the authors variously engage with postcolonial theory, place theory, feminist philosophy, the ecological humanities and indigenous onto-epistemologies.

Download or read book SAGE Handbook of Play and Learning in Early Childhood written by Elizabeth Brooker and published by SAGE. This book was released on 2014-06-17 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: ′This Handbook offers diverse perspectives from scholars across the globe who help us see play in new ways. At the same time the basic nature of play gives a context for us to learn new theoretical frameworks and methods. A real gem!′ - Beth Graue, Department of Curriculum and Instruction, Wisconsin Center for Education Research, USA Play and learning scholarship has developed considerably over the last decade, as has the recognition of its importance to children’s learning and development. Containing chapters from highly respected researchers, whose work has been critical to building knowledge and expertise in the field, this Handbook focuses on examining historical, current and future research issues in play and learning scholarship. Organized into three sections which consider: theoretical and philosophical perspectives on play and learning play in pedagogy, curriculum and assessment play contexts. The Handbook′s breadth, clarity and rigor will make it essential reading for researchers and postgraduate students, as well as professionals with interest in this dynamic and changing field. Liz Brooker is Reader in Early Childhood in the Faculty of Children and Learning at the Institute of Education, University of London. Mindy Blaise is an Associate Professor of Early Childhood Education in the Department of Early Childhood Education at the Hong Kong Institute of Education. Susan Edwards is Associate Professor in Curriculum and Pedagogy at Australian Catholic University. This handbook′s International Advisory Board included: Jo Aliwood, The University of Newcastle, Australia Pat Broadhead, Leeds Metropolitan University, Australia Stig Brostrom, Aarhus University, Denmark Hasina Ebrahim, University of the Free State, South Africa Beth Graue, Wisconsin Center for Education Research, USA Amita Gupta, The City College of New York, CUNY, USA Marjatta Kalliala, University of Helsinki, Finland Rebecca Kantor, University of Colorado Denver, USA Colette Murphy, Trinity College, Dublin, Republic of Ireland Ellen Sandseter, Queen Maud University College of Early Childhood Education, Norway

Download or read book Pasifika Early Childhood Educators Understandings and Beliefs about Pasifika Visual Languages and Cultures in the ECE Curriculum written by Susan Feogoaki Smith and published by . This book was released on 2014 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis is a small scale piece of qualitative research exploring the beliefs and understandings of Pasifika early childhood educators in reference to Pasifika visual languages and cultures within early childhood education. The intention of this study was to increase the awareness of the current state of Pasifika visual languages and cultures within the early childhood curriculum. Of equal importance was the impact teachers' views have towards the teaching and learning of young children. The arts education curriculum is an area that is often neglected and treated as an oversight within many educational settings. Many who strive towards the implementation of the arts within their early childhood settings or within schooling systems have been met with ambiguity and conflicting views concerning its role and place within the context of teaching and learning. Such concerns are intensified when considered within Pasifika early childhood services. Te Whāriki, Aotearoa New Zealand's national early childhood curriculum (Ministry of Education [MoE], 1996b) promotes the exploration of all art forms, drawing attention to valuing "....the arts, crafts, weaving, stitching, carving...." from diverse cultures and communities (p. 80). Teachers have a responsibility to ensure that children encounter an environment where they are encouraged to "discover and develop different ways to be creative and expressive" (MoE, 1996b, p. 80). However, this thesis argues that unless teachers make a deliberate and conscious effort to ascertain what this means to them and consider how these experiences are afforded to young children, the arts will remain invisible within the early childhood curriculum and within early childhood educational settings. A close examination warranted the need to consider how Pasifika imagery, traditional arts and crafts, Pasifika histories, visual languages and cultures are understood, expressed and incorporated within Te Whāriki (MoE, 1996b). The use of Pasifika research methodologies, metaphors and cultural frameworks underpinned this study. Teu le va (Anae, 2010a) was used to describe the ways in which the interactions and relationships between the researcher and research participants and with each other, occur when engaged in professional dialogue. This also functioned as a means to protect and nurture such relationships within a safe, secure, spiritual and meaningful space. The concepts of Talanoa (Vaioleti, 2006), Tutala (Sperlich, 1997) and Tuatua (Te Ava, Airini & Davies, 2011) were incorporated to explain the kinds of conversations that could and can occur and their justification is deemed as being of great importance when undertaking any research that involves Pacific people. The notion of 'Aga fakaNiue' was introduced in this study to describe and locate the researcher. This was used as a guide to assist the researcher in her ability to remain authentic and to be, think and feel Niue. The findings identified that for some teachers in this study, limited depth of cultural knowledge and personal experiences of Pasifika visual languages and cultures was implicated in their teaching and learning. This in truth limited the kinds of experiences they could offer young children in their care. The need for a collective approach was highlighted to ensure that some of the traditional Pasifika arts and crafts are maintained. For some, this is a matter of extreme urgency. A profound sense of loss was highlighted concerns about what knowledge and information would be available for proceeding generations. It is envisaged that this study will contribute to an emerging dialogue among teachers which can inform culturally appropriate art education programmes for young children. This study provides a platform to redress the limited literature available to support teachers whose work may be predominately with Pasifika children and their families within general early childhood educational settings.

Download or read book Growing up Indigenous Developing Effective Pedagogy for Education and Development written by R.M. Nichol and published by Springer Science & Business Media. This book was released on 2011-07-23 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a fascinating account of traditional socialisation and Indigenous forms of learning in Australia and Melanesia. It draws from rich ethnographic, historical and educational material. There has never been a greater need for a socially and historically informed, yet critical account, of the mismatch between traditional ways, realities of life in Indigenous communities, villages and enclaves, and the forms of education provided in schools. Raymond Nichol, a specialist in Indigenous education and pedagogy, surveys the links, too often disparities, between ethnographic detail of life ‘on the ground’ and the schooling provided by nation states in this vast region. Most importantly, he explores and suggests ways community developers and educators, Indigenous and non-Indigenous, may work to bridge the gaps in social rights, educational and economic development. This is relevant for all Indigenous communities, their survival and development. Many vexed issues are discussed, such as race, ethnicity, identity, discrimination, self-determination, development, and relevant, effective pedagogical, learning and schooling strategies.

Download or read book Rapid Prototyping written by Patri K. Venuvinod and published by Springer Science & Business Media. This book was released on 2013-04-17 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the dawn of civilization, mankind has been engaged in the conception and manufacture of discrete products to serve the functional needs of local customers and the tools (technology) needed by other craftsmen. In fact, much of the progress in civilization can be attributed to progress in discrete product manufacture. The functionality of a discrete object depends on two entities: form, and material composition. For instance, the aesthetic appearance of a sculpture depends upon its form whereas its durability depends upon the material composition. An ideal manufacturing process is one that is able to automatically generate any form (freeform) in any material. However, unfortunately, most traditional manufacturing processes are severely constrained on all these counts. There are three basic ways of creating form: conservative, subtractive, and additive. In the first approach, we take a material and apply the needed forces to deform it to the required shape, without either adding or removing material, i. e. , we conserve material. Many industrial processes such as forging, casting, sheet metal forming and extrusion emulate this approach. A problem with many of these approaches is that they focus on form generation without explicitly providing any means for controlling material composition. In fact, even form is not created directly. They merely duplicate the external form embedded in external tooling such as dies and molds and the internal form embedded in cores, etc. Till recently, we have had to resort to the 'subtractive' approach to create the form of the tooling.

Download or read book Peace Psychology in Asia written by Cristina Jayme Montiel and published by Springer Science & Business Media. This book was released on 2009-06-04 with total page 347 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, peace psychology has grown from a utopian idea to a means of transforming societies worldwide. Yet at the same time peacebuilding enjoys global appeal, the diversity of nations and regions demands interventions reflecting local cultures and realities. Peace Psychology in Asia shows this process in action, emphasizing concepts and methods diverging from those common to the US and Europe. Using examples from China, India, Indonesia, the Philippines, and elsewhere in the region, chapter authors illuminate the complex social, political, and religious conditions that have fostered war, colonialism, dictatorships, and ethnic strife, and the equally intricate personal and collective psychologies that need to be developed to encourage reconciliation, forgiveness, justice, and community. Peace Psychology in Asia: Integrates psychology, history, political science, and local culture into concepts of peace and reconciliation. Highlights the indigenous aspects of peace psychology. Explains the critical relevance of local culture and history in peace work. Blends innovative theoretical material with empirical evidence supporting peace interventions. Balances its coverage among local, national, regional, and global contexts. Analyzes the potential of Asia as a model for world peace. As practice-driven as it is intellectually stimulating, Peace Psychology in Asia is vital reading for social and community psychologists, policy analysts, and researchers in psychology and sociology and international studies, including those looking to the region for ideas on peace work in non-Western countries.