New Zealand perspectives on early childhood education: Nāku te rourou nāu te rourou ka ora ai te iwi

• Autorzy: Marek Tesar
• Języki publikacji: EN

Abstrakty

EN

This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.

Słowa kluczowe

EN

New Zealand; early childhood; teachers; policy; pedagogy

• Wydawca: Sciendo
• Czasopismo: Journal of Pedagogy
• Rocznik: 2015
• Tom: 6
• Numer: 2
• Strony: 9-18

Daty

wydano

2015-12-01

online

2016-03-05

Twórcy

autor

Marek Tesar

• University of Auckland, Faculty of Education and Social Work, Department School of Learning, Development and Professional Practice, 78 Epsom Avenue, Auckland, 1035, New Zealand,

Bibliografia

• Cooper, M., & Tesar, M. (2015). Editorial: Infants and toddlers as competent and confident explorers in Aotearoa New Zealand? The First Years Journal, 17(2), 3.
• Duhn, I. (2012). Places for pedagogies, pedagogies for places. Contemporary Issues in Early Childhood, 13(2), 99-107.
• Early childhood education taskforce. (2011). An agenda for amazing children: Final report of the early childhood education taskforce. Wellington, NZ: Early Childhood Education Taskforce.
• Education council. (2015). Fast facts. Retrieved from http://www.educationcouncil.org.nz/news-events/news/fast-facts.
• Education review office. (2015) Infants and toddlers: Confident and competent communicators and explorers. Retrieved from http://www.ero.govt.nz/National-Reports/Infants-and-toddlers-competent-and-confident-communicators-and-explorers-June-2015/Findings.
• Jones, A., & Jenkins, K. (2011). He kōrero. Words between us: First Māori-Pākeha conversations on paper. Wellington: Huia Publishers.
• May, H. (2009). Politics in the playground. Dunedin, NZ: Otago University Press May, H. (2013). Curriculum implementation in ECEC: Te Whāriki in international perspective.
• Paper presented at the NZ Conference on ECEC in co-operation with the OECD ECEC Network, December 2013, Wellington, Aotearoa New Zealand.
• May, H. (2014). New Zealand: A Narrarive of shifting policy directions for early childhood education and care. In L. Gambaro, K. Stewart, & J. Waldfogel (Eds.), An equal start?: Providing quality early education and care for disadvantaged children (pp. 171-192). Bristol, UK: Policy Press.
• Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum. Wellington, New Zealand: Learning Media.
• Ministry of Education. (2015). Early learning. Retrieved from http://www.education.govt.nz/early-childhood/
• Moss, P. (2007). Leading the wave: New Zealand in an international context. In Travelling Pathways to the Future - Ngā Huarahi Arataki (pp. 27-36). Early Childhood Education Symposium Proceedings, 2-3 May, Wellington, NZ: Ministry of Education.
• Moss, P. (2008). Childcare, markets and technical practice: Re-politicising early childhood’. In Proceedings of Early Childhood Care and Education Seminar, Series pp. 5-14. Dublin, Ireland: Centre for Social and Education Research.
• Nuttall, J. (Ed.). (2003). Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice. Wellington, New Zealand, NZCER Press.
• OECD. (2015). Education at a Glance 2015. Retrieved from http://www.oecd.org/education/education-at-a-glance-19991487.htm
• Tesar, M. (2015). Te Whāriki in Aotearoa New Zealand: Witnessing and Resisting Neoliberal and Neo-colonial Discourses in Early Childhood Education. In V. Pacini- Ketchabaw, & A. Taylor (Eds.), Unsettling the Colonial Places and Spaces of Early Childhood Education (pp. 145-170). London, UK: Routledge.`

Identyfikatory

DOI

10.1515/jped-2015-0010