Post-Te Whāriki Early Childhood Care and Education Policy and Practice in “Whitestream” Early Childhood Care and Education in Aotearoa

2014 ◽  
pp. 92-112 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
Education Policy ◽  
Policy And Practice ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Te Whāriki

scholarly journals Early childhood care and education in the cultural context of aotearoa (New Zealand)

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Cultural Context ◽  
Ministry Of Education ◽  
Cultural Constructs ◽  
Narrative Assessment ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Te Whāriki

© 2018 Taylor and Francis. Early childhood care and education in Aotearoa (New Zealand) has been celebrated through the international interest in the innovative sociocultural curriculum, Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa (New Zealand Ministry of Education, 1996). This document is now 20 years old, and is at the time of writing being updated by the New Zealand Ministry of Education. 1 In this chapter, a brief overview of the historical and cultural contexts of early childhood care and education leads into a discussion of some key cultural constructs and values that are recognised in Te Whāriki; in particular, those of the Indigenous people, the Māori. Discussion of the narrative assessment models that were developed to support the implementation of Te Whāriki is followed by an outline of implications for teacher education. The chapter ends with some reflections on aspirations for the future of early childhood care and education in Aotearoa.

NEW EDUCATION POLICY :A BEDROCK TO BETTER CHILDHOOD LEARNING OR A SET BACK TO ACHIEVEMENT OF MILESTONE

2021 ◽  
Vol 10 (1) ◽  
pp. 57-59
Author(s):  
Anamika Shrivastava ◽  
Keyword(s):  
Early Childhood ◽  
Education Policy ◽  
Further Education ◽  
Bright Future ◽  
Early Childhood Care ◽  
Childhood Care ◽  
New Education ◽  
The Revolution

Early childhood care and education (ECCE) is a very crucial pillar in development. It is a foundational learning which nurtures a child and makes him/her capable of further education. However, a sad aspect in our country is this education has been given least attention; the foundational learning is only mugging up knowledge with no practical learning. But New Education Policy is a ray of hope, ECCE is hope for bright future of children who are at present only capable of mugging up and are unknown to concepts of correct learning. This paper tries to analyze all these situations, it is attempted to discuss the benefits of the new policy, its impact and the revolution it might bring. This paper also tries to discuss the roles of aganwadi and other important institutions.

scholarly journals Interrogating the ‘artificial’ divide between health and education for children aged 0–3 years in urban poor locales in Kenya

2016 ◽  
Vol 6 (2) ◽  
pp. 9 ◽  
Author(s):  
Aurelia Munene ◽  
Auma Okwany
Keyword(s):  
Early Childhood ◽  
Urban Poor ◽  
Participant Observation ◽  
Well Being ◽  
Care Providers ◽  
Policy And Practice ◽  
Childhood Health ◽  
Early Childhood Health ◽  
Early Childhood Care ◽  
Childhood Care

Holistic integrated early childhood policies foster child well-being in the first 3 years of life. The normative framing of Early Childhood Care and Education (ECCE) entrenches segmentation and creates artificial divides between education and health. This segmentation persists yet development processes for children are intertwined and mutually reinforcing. We trouble this artificial divide by drawing on findings from a study which examined the discursive care spaces in an urban poor locale in Kenya. Data were produced through in-depth interviews; participant observation and focus group discussions with caregivers and both state and non-state care providers. Using a socio-ecological lens to analyse intra- and inter-household interactions among caregivers, our analysis exposes the assumptions and silences in ECCE health and education and presents caregivers’ rich nuanced experiences and counter accounts. We conclude by calling for the imperative of bridging the divide between and within early childhood health and education to support integrated, adaptive and contextualised policy and practice.

Bicultural Development: Innovation in Implementation of Te Whäriki

2002 ◽  
Vol 27 (2) ◽  
pp. 32-37 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
Teacher Educators ◽  
Early Childhood Teachers ◽  
Cultural Knowledge ◽  
Ministry Of Education ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Recent Innovation ◽  
Childhood Care ◽  
Te Whāriki

A recent innovation in early childhood care and education in Aotearoa/New Zealand has been the new curriculum, Te Whäriki (Ministry of Education, 1996), which has a strong bicultural emphasis. This means that early childhood educators and teacher educators are attempting to address the challenges posed by a document which requires them to move outside the mono cultural dominant paradigm. Most early childhood teachers and teacher educators are not speakers of the Maori language, and lack Maori cultural knowledge. This paper discusses some of the strategies identified in research which addresses these issues. The role of teacher education in preparing non-Maori students to deliver a bicultural curriculum, and ‘indicators’ of bicultural development in early childhood centres are also discussed.

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