Documentation Strategies: Pedagogical Documentation from the Perspective of Early Childhood Teachers in New Zealand and Germany

2019 ◽  
Vol 48 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Helen Knauf
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Teachers ◽  
Pedagogical Documentation

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

Student Teacher Knowledge: Knowing and Understanding Subject Matter in the New Zealand Context

2002 ◽  
Vol 27 (3) ◽  
pp. 1-6 ◽  
Author(s):  
Dawn Garbett ◽  
Belinda R Yourn
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Subject Matter ◽  
National Curriculum ◽  
Early Childhood Teachers ◽  
Professional Knowledge ◽  
Early Childhood Educators ◽  
Childhood Education ◽  
Changing Role

In the past few decades there has been an increasing awareness of the importance of early childhood education in New Zealand. Concomitant with this has been the move towards professionalising the early childhood sector through a national curriculum and increased expectations for its practitioners. This paper examines issues relating to the changing role of early childhood teachers as they manage the implementation of the New Zealand curriculum. There is no consensus about what makes up the professional knowledge base for early childhood educators. This paper explores the nature of professional knowledge and suggests that subject matter knowledge may be more important than previously recognised for early childhood educators.

scholarly journals Teachers’ Practices in the Acquisition of English by Asian Immigrant English Language Learners

2019 ◽  
Vol 16 (Number 1) ◽  
pp. 207-232
Author(s):  
Mazlina Che Mustafa ◽  
Nor Mashitah Md. Radzi ◽  
Abdul Halim Masnan ◽  
Juppri Bacotang ◽  
Zainiah Mohamed Isa ◽  
...  
Keyword(s):  
Early Childhood ◽  
English Language Learners ◽  
New Zealand ◽  
Language Acquisition ◽  
English Language ◽  
Early Childhood Teachers ◽  
Asian Immigrant ◽  
English Language Acquisition ◽  
Beliefs And Practices ◽  
Teachers Beliefs

Purpose - The increase in the enrolments of immigrant children in New Zealand seems to have posed great challenges to early childhood education services when it comes to developing the children’s English language acquisition. This qualitative case study explored how New Zealand early childhood teachers develop the English language acquisition of Asian immigrant English language learners (ELLs). The theoretical framework of this research drew on a range of sociocultural perspectives, including sociocultural adaptation and acculturation strategies. Methodology - The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two early childhood centres. Data on the teachers were collected through observations and semi-structured interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers developed the English language acquisition of the ELLs. Findings - Making interactions comprehensible for the ELLs is one of the main strategies used by the teachers in developing the acquisition of English language by the ELLs. In the process of teaching the English language to the ELLs, most of the teachers were observed to use certain strategies in making interactions comprehensible for them. The teachers highlighted the strategies and modifications they made in order to make their interactions comprehensible for the ELLs. During the interview, it was clearly seen that with better proficiency in the English language, the communication between the ELLs and their teachers improved. Therefore, the sociocultural adaptation process takes place in a smooth manner for both the ELLs and the teachers. Significance - The central significance of the finding is that through the exploration of New Zealand early childhood teachers’ beliefs and practices, important insights are offered which lead to the improvement of educational practices in early childhood settings for immigrant children in relation to English acquisition. While some of the teachers’ beliefs and practices may have facilitative or positive effects on English acquisition, others may bring debilitative or harmful effects. The findings also add to the existing body of knowledge on teachers’ beliefs and practices in developing English acquisition among the ELLs, particularly Asian children. In the New Zealand early childhood education context, the study provides a platform on how early childhood teachers in New Zealand could develop English acquisition among Asian immigrant ELLs, while valuing and understanding children’s cultural backgrounds.

An Examination of Turkish Early Childhood Teachers’ Challenges in Implementing Pedagogical Documentation

2020 ◽  
Author(s):  
Arif Yılmaz ◽  
Figen Şahin ◽  
Mehmet Buldu ◽  
Ayça Ülker Erdem ◽  
Fulya Ezmeci ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Pedagogical Documentation

Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers’ Perspectives – Past and Present

2019 ◽  
pp. 027112141988164
Author(s):  
Karyn Aspden ◽  
Stacey M. Baxter ◽  
Sally Clendon ◽  
Tara W. McLaughlin
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Intervention ◽  
Online Survey ◽  
Early Childhood Teachers ◽  
Postal Survey ◽  
Policy And Practice ◽  
Early Intervention Services ◽  
Referral Practices ◽  
Teachers Perspectives

Inclusive experiences for all children are foundational to New Zealand early childhood education, yet teacher beliefs and practices related to identification and referral processes may be delaying access to important early intervention support for children with disabilities. To better understand teachers’ perspectives, past and present, this article details the findings from two studies conducted 14 years apart. Through comparison of findings from the work of Aspden and Baxter, this article explores teachers’ beliefs and experiences related to identification and referral practices. In the original 2003 study, 50 early childhood teachers completed a paper-based postal survey, whereas in the 2017 replication, 78 early childhood teachers completed an online survey. Persistent concerns about teacher engagement with identification and referral processes were evident both past and present, particularly in relation to perceived parental reaction and beliefs about the adequacy of service provisions. Furthermore, the data revealed tensions between embracing a strengths-based approach and the need to identify children’s disabilities. The findings provide insight into referral practices in the New Zealand early childhood context and suggest the need for ongoing teacher consultation in relation to policy and practice, the development of more formal referral policies and procedures, as well as enhanced professional support and development that targets teachers’ need for knowledge of and connection with specialist agencies.

Pōwhiri: The ritual of encounter

2021 ◽  
pp. 146394912199559
Author(s):  
Lesley Rameka ◽  
Ruth Ham ◽  
Linda Mitchell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Sense Of Belonging ◽  
Head Teacher ◽  
Refugee Education ◽  
Pedagogical Documentation ◽  
Refugee Families ◽  
Aotearoa New Zealand ◽  
University Of Technology ◽  
First Arrival

A primary task for refugee families and children who are resettling in a new country is to develop a sense of belonging in that place, time and context. This article theorises the pōwhiri, the traditional Māori ceremony of welcome or ritual of encounter, as a metaphor for refugee families and children coming to belong in Aotearoa New Zealand. The theory-building is derived from observation of pōwhiri at the Mangere Refugee Resettlement Centre, where refugees live on their first arrival in Aotearoa New Zealand; pedagogical documentation from the Early Childhood Centre at the Auckland University of Technology Centre for Refugee Education; collaborative discussions with the co-researcher, Ruth Ham, who is the kaiako (‘head teacher’) at the Early Childhood Centre; and recordings of discussions with interpreters. The next phase in this research will be to trial and evaluate this theory and strategies of belonging in three different early childhood centres, two of which include refugee families, and the third, immigrant families.

Sign in / Sign up

Export Citation Format

Share Document