scholarly journals Shifting realities: Immigrant teacher transitions into early childhood settings in Aotearoa New Zealand

2014 ◽  
Vol 18 (2) ◽  
pp. 28-32 ◽  
Author(s):  
Sonja Arndt
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Aotearoa New Zealand ◽  
Early Childhood Settings

scholarly journals Early childhood education in the outdoors in Aotearoa New Zealand

2021 ◽  
Author(s):  
Sophie Alcock ◽  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Outdoor Education ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Forest Schools ◽  
Early Childhood Settings

© 2018, Outdoor Education Australia. Early childhood care and education services in Aotearoa New Zealand drew initially on the Fröbelian model of the kindergarten or ‘children’s garden’. Later models such as the Kōhanga Reo movement, the highly respected curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa, and the Enviroschools programme are grounded in te ao Māori, Māori worldviews, that feature a strong connectedness to place, and a deep sense of a spiritual inter-relationship with the land, mountains, rivers, and oceans. This article considers how the imported Scandinavian/European/UK models of ‘forest schools’ might fit within this context. To illustrate early childhood education in the outdoors in Aotearoa (New Zealand) we draw upon research conducted in early childhood settings in this country that illuminates children’s experience in the outdoors. We draw upon critical early childhood scholarship to theorise this situation of forest schools emerging in Aotearoa, along with influences from the forest school movement evident in existing New Zealand early childhood services. The article suggests that traditional Indigenous Māori worldviews and knowledges give meaning and contextualised authenticity to ‘forest schools’ approaches in early childhood education in Aotearoa (New Zealand).

scholarly journals Early childhood education in the outdoors in Aotearoa New Zealand

2020 ◽  
Author(s):  
Sophie Alcock ◽  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Outdoor Education ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Forest Schools ◽  
Early Childhood Settings

© 2018, Outdoor Education Australia. Early childhood care and education services in Aotearoa New Zealand drew initially on the Fröbelian model of the kindergarten or ‘children’s garden’. Later models such as the Kōhanga Reo movement, the highly respected curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa, and the Enviroschools programme are grounded in te ao Māori, Māori worldviews, that feature a strong connectedness to place, and a deep sense of a spiritual inter-relationship with the land, mountains, rivers, and oceans. This article considers how the imported Scandinavian/European/UK models of ‘forest schools’ might fit within this context. To illustrate early childhood education in the outdoors in Aotearoa (New Zealand) we draw upon research conducted in early childhood settings in this country that illuminates children’s experience in the outdoors. We draw upon critical early childhood scholarship to theorise this situation of forest schools emerging in Aotearoa, along with influences from the forest school movement evident in existing New Zealand early childhood services. The article suggests that traditional Indigenous Māori worldviews and knowledges give meaning and contextualised authenticity to ‘forest schools’ approaches in early childhood education in Aotearoa (New Zealand).

scholarly journals Early childhood education in the outdoors in Aotearoa New Zealand

2021 ◽  
Author(s):  
Sophie Alcock ◽  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Outdoor Education ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Forest Schools ◽  
Early Childhood Settings

© 2018, Outdoor Education Australia. Early childhood care and education services in Aotearoa New Zealand drew initially on the Fröbelian model of the kindergarten or ‘children’s garden’. Later models such as the Kōhanga Reo movement, the highly respected curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa, and the Enviroschools programme are grounded in te ao Māori, Māori worldviews, that feature a strong connectedness to place, and a deep sense of a spiritual inter-relationship with the land, mountains, rivers, and oceans. This article considers how the imported Scandinavian/European/UK models of ‘forest schools’ might fit within this context. To illustrate early childhood education in the outdoors in Aotearoa (New Zealand) we draw upon research conducted in early childhood settings in this country that illuminates children’s experience in the outdoors. We draw upon critical early childhood scholarship to theorise this situation of forest schools emerging in Aotearoa, along with influences from the forest school movement evident in existing New Zealand early childhood services. The article suggests that traditional Indigenous Māori worldviews and knowledges give meaning and contextualised authenticity to ‘forest schools’ approaches in early childhood education in Aotearoa (New Zealand).

The Aotearoa New Zealand Curriculum Te Whāriki as a Basis for Developing Dispositions of Inclusion

2019 ◽  
pp. 181-195
Author(s):  
Michael Gaffney ◽  
Kate McAnelly
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Initial Teacher Education ◽  
Early Childhood Curriculum ◽  
Disabled Children ◽  
Aotearoa New Zealand ◽  
Family Perspectives ◽  
Early Childhood Settings ◽  
Te Whāriki

Over the last 20 years Aotearoa New Zealand's early childhood curriculum, Te Whāriki, has required and supported inclusive approaches to the active participation of disabled children and their families in everyday early childhood settings. The revised Te Whāriki, released in 2017, further places an onus of responsibility on teachers to resist inequity and exclusion experienced by disabled children through its focus on nurturing respectful, responsive relationships with families and honoring the knowledge parents bring with them as experts on their children. This chapter explores how Te Whāriki and initial teacher education (ITE) programs in Aotearoa New Zealand can act on each other to produce student teacher practice that is inclusive of family perspectives. Te Whāriki is a bicultural curriculum and recognizes the Crown's earlier commitment to the indigenous people of New Zealand. This also acknowledges the role of families in early childhood settings as equal partners in establishing aspirations for their children's learning.

The Aotearoa New Zealand Curriculum Te Whāriki as a Basis for Developing Dispositions of Inclusion

2021 ◽  
pp. 1103-1117
Author(s):  
Michael Gaffney ◽  
Kate McAnelly
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Initial Teacher Education ◽  
Early Childhood Curriculum ◽  
Disabled Children ◽  
Aotearoa New Zealand ◽  
Family Perspectives ◽  
Early Childhood Settings ◽  
Te Whāriki

Over the last 20 years Aotearoa New Zealand's early childhood curriculum, Te Whāriki, has required and supported inclusive approaches to the active participation of disabled children and their families in everyday early childhood settings. The revised Te Whāriki, released in 2017, further places an onus of responsibility on teachers to resist inequity and exclusion experienced by disabled children through its focus on nurturing respectful, responsive relationships with families and honoring the knowledge parents bring with them as experts on their children. This chapter explores how Te Whāriki and initial teacher education (ITE) programs in Aotearoa New Zealand can act on each other to produce student teacher practice that is inclusive of family perspectives. Te Whāriki is a bicultural curriculum and recognizes the Crown's earlier commitment to the indigenous people of New Zealand. This also acknowledges the role of families in early childhood settings as equal partners in establishing aspirations for their children's learning.

scholarly journals ‘You can’t totally avoid accidents. So how hard should you try?’

2018 ◽  
Vol 23 ◽  
pp. 79
Author(s):  
Sue Stover
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Young Children ◽  
Early Childhood Teachers ◽  
Professional Status ◽  
Institutional Settings ◽  
Socially Constructed ◽  
Aotearoa New Zealand ◽  
Oral History Interviews ◽  
Early Childhood Settings

  The question of ‘how hard should you try?’ to control accidents introduces a quixotic question which is grappled with daily by early childhood teachers. In the context of contemporary early childhood settings in Aotearoa New Zealand, young children are expected to be kept ‘safe’ and yet also to take risks through active play. When considered historically, ‘safety’ becomes evident as a socially constructed concept that holds paradoxes and ethical dilemmas. Both ‘play’ and ‘safety’ are difficult to closely define and their meanings shift with context. Drawing on oral history interviews with historic leaders of the early childhood sector in Aotearoa New Zealand, this paper explores how, with the presence of very young children increasingly in institutional settings, ideas about ‘safety’ have shifted. This is evident in how those settings are regulated, and in what is understood as ‘normal’ activities for children, and for adults – parents and teachers. Three overlapping discourses of ‘safety’ are suggested which reflect the sociocultural context, the professional status of early childhood teachers, and existential concerns.

scholarly journals Early childhood education in the outdoors in Aotearoa New Zealand

2020 ◽  
Author(s):  
Sophie Alcock ◽  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Outdoor Education ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Forest Schools ◽  
Early Childhood Settings

© 2018, Outdoor Education Australia. Early childhood care and education services in Aotearoa New Zealand drew initially on the Fröbelian model of the kindergarten or ‘children’s garden’. Later models such as the Kōhanga Reo movement, the highly respected curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa, and the Enviroschools programme are grounded in te ao Māori, Māori worldviews, that feature a strong connectedness to place, and a deep sense of a spiritual inter-relationship with the land, mountains, rivers, and oceans. This article considers how the imported Scandinavian/European/UK models of ‘forest schools’ might fit within this context. To illustrate early childhood education in the outdoors in Aotearoa (New Zealand) we draw upon research conducted in early childhood settings in this country that illuminates children’s experience in the outdoors. We draw upon critical early childhood scholarship to theorise this situation of forest schools emerging in Aotearoa, along with influences from the forest school movement evident in existing New Zealand early childhood services. The article suggests that traditional Indigenous Māori worldviews and knowledges give meaning and contextualised authenticity to ‘forest schools’ approaches in early childhood education in Aotearoa (New Zealand).

Children’s ‘working theories’ as curriculum outcomes

2018 ◽  
Author(s):  
Sally Peters ◽  
Keryn Davis ◽  
Ruta McKenzie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Adult Child ◽  
Early Childhood Curriculum ◽  
Complex Thinking ◽  
Young Learners ◽  
Early Childhood Settings ◽  
Te Whāriki ◽  
Sense Of Wonder

This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.

Sign in / Sign up

Export Citation Format

Share Document