Early Education Journal
Not a member yet
70 research outputs found
Sort by
Ngā reo e toru: Trissessment listening to whānau, tamariki and kaiako voices to make learning visible through assessment.
No full textThe Ole Schoolhouse (Rotorua) kaiako and researchers from the Early Childhood Education (ECE) team at Toi Ohomai Institute of Technology worked together for eighteen months on a Teacher-Led Innovation Fund (TLIF) project. This project sought to recognise and nurture the mana of the tamaiti (Ministry of Education [MoE], 2017) by formalising the process by which tamariki and whānau were able to participate in assessment. The project’s purpose was to use action research to evaluate how the trissessment model (Cown et al, 2016) might support The Ole Schoolhouse’s tamariki, whānau and kaiako to collaborate and amplify both the tamaiti’s and the whānau voice in the assessment process. A key finding was the shift in whānau understanding of their role in the assessing of their tamaiti’s learning. The whānau began to see that they were experts in their tamaiti’s learning and that their perspectives would profoundly deepen kaiako understanding of tamariki interests, dispositions and skills
Challenging the ‘old normal’: Privatisation in Aotearoa’s early childhood care and education sector
No full textThere is unequivocal evidence of the importance of quality early childhood care and education (ECCE) in providing foundational learning experiences and whānau support. Yet, in Aotearoa New Zealand, unlike the compulsory schooling sector, ECCE is provided under a market-based model, with services having become increasingly delivered by the private sector. This paper discusses recent trends in ECCE provision, highlighting three key concerns. First, current policy settings are encouraging homogenisation of service provision by favouring teacher-led, centre-based ECCE, threatening the viability of models such as Kōhanga Reo, Pacific Language Nests and Playcentre. Second, increasing privatisation over the last two decades is undermining our ability to ensure early learners are receiving a high-quality education, since for-profit services tend to provide poorer quality services. Third, the expansion of for-profit provision is exacerbating inequities in access to high-quality ECCE in Aotearoa. We conclude by arguing for stricter regulation – such as a requirement that all teaching staff are registered, qualified teachers – and the bolstering of diverse, community-based models of ECCE by implementing higher funding bands for not-for-profit services
Reflexes and their relevance to learning
No full textKnowledge and understanding of retained primitive reflexes and how they can impact learning is paramount for teaching to a diverse inclusive classroom especially with regard to children with non-specific and specific learning difficulties. It has ramifications for the physical, emotional, academic and social aspects of each child's school experience. Movement as the basis for learning is a well-known and accepted educational practice, and by incorporating reflex integration programmes teachers can help children consistently access higher brain centres. It is one more strategy to add to teachers’ kete (basket) of knowledge to produce better outcomes in line with the government’s mandate that all students should experience presence, participation, and achievement in schools. This paper outlines some research in this field relating to the prevalence of reflexes in older children, and the impact of reflexes on learning. It follows with discussion of behaviours of children with these reflexes, suggests practical applications for classroom practice, and concludes with a list of additional resources and references
An examination of the updated Te Whāriki in relation to inclusive practice
No full textThe curriculum serves as the foundation for policies and practices that are put in place in a setting. The curriculum is shaped by the context of the local people (Alvestad, Duncan, & Berge, 2009) and therefore Te Whāriki reflects the bi-cultural and multicultural community of New Zealand. It was the first national early childhood education (ECE) curriculum of Aotearoa/New Zealand, first published in 1996 and then reviewed and updated in 2016 (Ministry of Education, 2017). In updating Te Whāriki the Ministry of Education affirmed their commitment to a curriculum document that would stay relevant into the future stating, “We want the updated Te Whāriki to be relevant and valued. Above all else we want it to empower every child to be competent, confident and eager to keep learning” (Ministry of Education, 2016). The revised curriculum is significant for the ECE sector in shaping future directions. Ensuring that everyone feels included and equity is promoted is essential in current and future education settings. It is therefore important to examine whether the inclusion of children with additional learning needs [those children who require learning support] is mentioned in the updated Te Whāriki, whether the language used is inclusive, and what this analysis means for the early childhood sector. This article will explore how the notion of inclusion is reflected in the revised curriculum
