scholarly journals Sustainability and Relationality Within Early Childhood Care and Education Settings in Aotearoa New Zealand

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
New York ◽  
Early Childhood ◽  
New Zealand ◽  
Ethic Of Care ◽  
Natural World ◽  
Early Years ◽  
Human Beings ◽  
Teachers College ◽  
Early Childhood Care ◽  
Childhood Care

This paper discusses one aspect of a recently completed two-year study, that of the enactment of relationality within early childhood care and education practice. The research project, Titiro Whakamuri, Hoki Whakamua. We are the future, the present and the past: caring for self, others and the environment in early years' teaching and learning, involved ten early childhood centres from across New Zealand (Ritchie et al. 2010). Relationality refers to our lived relation to other human beings, other living creatures, and to the non-living entities with whom we share our spaces and the planet. The study has demonstrated some ways in which early childhood educators were able to extend children's understandings of their relationality, their connectedness to others, and to the natural world, following theoretical underpinnings of the Indigenous Māori, such as manaakitanga (caring, generosity) and kaitiakitanga (environmental stewardship) (Tikanga Māori. Living by Māori values, Wellington, Huia, 2003), and of western epistemologies such as an ethic of care (The challenge to care in schools: An alternative approach to education, New York, Teachers College Press, 2005a; Educating citizens for global awareness, New York, Teachers College Press, 2005c, Philosophy of education, Boulder, Westview Press, 2007). © 2013 Springer Science+Business Media Dordrecht.

scholarly journals Sustainability and Relationality Within Early Childhood Care and Education Settings in Aotearoa New Zealand

2021 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
New York ◽  
Early Childhood ◽  
New Zealand ◽  
Ethic Of Care ◽  
Natural World ◽  
Early Years ◽  
Human Beings ◽  
Teachers College ◽  
Early Childhood Care ◽  
Childhood Care

This paper discusses one aspect of a recently completed two-year study, that of the enactment of relationality within early childhood care and education practice. The research project, Titiro Whakamuri, Hoki Whakamua. We are the future, the present and the past: caring for self, others and the environment in early years' teaching and learning, involved ten early childhood centres from across New Zealand (Ritchie et al. 2010). Relationality refers to our lived relation to other human beings, other living creatures, and to the non-living entities with whom we share our spaces and the planet. The study has demonstrated some ways in which early childhood educators were able to extend children's understandings of their relationality, their connectedness to others, and to the natural world, following theoretical underpinnings of the Indigenous Māori, such as manaakitanga (caring, generosity) and kaitiakitanga (environmental stewardship) (Tikanga Māori. Living by Māori values, Wellington, Huia, 2003), and of western epistemologies such as an ethic of care (The challenge to care in schools: An alternative approach to education, New York, Teachers College Press, 2005a; Educating citizens for global awareness, New York, Teachers College Press, 2005c, Philosophy of education, Boulder, Westview Press, 2007). © 2013 Springer Science+Business Media Dordrecht.

scholarly journals Sustainability and Relationality Within Early Childhood Care and Education Settings in Aotearoa New Zealand

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
New York ◽  
Early Childhood ◽  
New Zealand ◽  
Ethic Of Care ◽  
Natural World ◽  
Early Years ◽  
Human Beings ◽  
Teachers College ◽  
Early Childhood Care ◽  
Childhood Care

This paper discusses one aspect of a recently completed two-year study, that of the enactment of relationality within early childhood care and education practice. The research project, Titiro Whakamuri, Hoki Whakamua. We are the future, the present and the past: caring for self, others and the environment in early years' teaching and learning, involved ten early childhood centres from across New Zealand (Ritchie et al. 2010). Relationality refers to our lived relation to other human beings, other living creatures, and to the non-living entities with whom we share our spaces and the planet. The study has demonstrated some ways in which early childhood educators were able to extend children's understandings of their relationality, their connectedness to others, and to the natural world, following theoretical underpinnings of the Indigenous Māori, such as manaakitanga (caring, generosity) and kaitiakitanga (environmental stewardship) (Tikanga Māori. Living by Māori values, Wellington, Huia, 2003), and of western epistemologies such as an ethic of care (The challenge to care in schools: An alternative approach to education, New York, Teachers College Press, 2005a; Educating citizens for global awareness, New York, Teachers College Press, 2005c, Philosophy of education, Boulder, Westview Press, 2007). © 2013 Springer Science+Business Media Dordrecht.

scholarly journals Sustainability and Relationality Within Early Childhood Care and Education Settings in Aotearoa New Zealand

2021 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
New York ◽  
Early Childhood ◽  
New Zealand ◽  
Ethic Of Care ◽  
Natural World ◽  
Early Years ◽  
Human Beings ◽  
Teachers College ◽  
Early Childhood Care ◽  
Childhood Care

This paper discusses one aspect of a recently completed two-year study, that of the enactment of relationality within early childhood care and education practice. The research project, Titiro Whakamuri, Hoki Whakamua. We are the future, the present and the past: caring for self, others and the environment in early years' teaching and learning, involved ten early childhood centres from across New Zealand (Ritchie et al. 2010). Relationality refers to our lived relation to other human beings, other living creatures, and to the non-living entities with whom we share our spaces and the planet. The study has demonstrated some ways in which early childhood educators were able to extend children's understandings of their relationality, their connectedness to others, and to the natural world, following theoretical underpinnings of the Indigenous Māori, such as manaakitanga (caring, generosity) and kaitiakitanga (environmental stewardship) (Tikanga Māori. Living by Māori values, Wellington, Huia, 2003), and of western epistemologies such as an ethic of care (The challenge to care in schools: An alternative approach to education, New York, Teachers College Press, 2005a; Educating citizens for global awareness, New York, Teachers College Press, 2005c, Philosophy of education, Boulder, Westview Press, 2007). © 2013 Springer Science+Business Media Dordrecht.

scholarly journals Fostering Eco-Cultural Literacies for Social, Cultural and Ecological Justice: A Perspective From Aotearoa (New Zealand)

2021 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Indigenous Peoples ◽  
Early Years ◽  
Pedagogical Strategies ◽  
Use Of Resources ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Sustainable Futures

© 2017, Springer Science+Business Media B.V. Pedagogies that reflect the eco-cultural literacies of local Indigenous peoples have potential to foster young children’s empathy for our planet as well as for other humans and for more-than-human kin such as mountains, rivers, forests, plants, fish, insects and animals. This article explores some ways in which early years educators can implement pedagogical strategies that encompass the eco-cultural literacies of local Indigenous peoples. These pedagogical strategies are illustrated through data gathered from children, teachers and families in two early childhood centres that participated in a wider study of early childhood care and education settings in Aotearoa (New Zealand). The data show how these pedagogical approaches can generate dispositions of respect and restraint with regard to use of resources whilst introducing children to traditional Indigenous sustainability practices. Eco-cultural literacies provide a counter-narrative to dominant discourses that perpetuate the exploitation of our planet and her resources whilst confining the focus of education to predetermined, narrow literacy and numeracy standards. In drawing upon ancient wisdoms, there are implications for how early childhood care and education settings internationally can engage in localised eco-cultural literacies that offer hope for sustainable futures.

scholarly journals Fostering Eco-Cultural Literacies for Social, Cultural and Ecological Justice: A Perspective From Aotearoa (New Zealand)

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Indigenous Peoples ◽  
Early Years ◽  
Pedagogical Strategies ◽  
Use Of Resources ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Sustainable Futures

© 2017, Springer Science+Business Media B.V. Pedagogies that reflect the eco-cultural literacies of local Indigenous peoples have potential to foster young children’s empathy for our planet as well as for other humans and for more-than-human kin such as mountains, rivers, forests, plants, fish, insects and animals. This article explores some ways in which early years educators can implement pedagogical strategies that encompass the eco-cultural literacies of local Indigenous peoples. These pedagogical strategies are illustrated through data gathered from children, teachers and families in two early childhood centres that participated in a wider study of early childhood care and education settings in Aotearoa (New Zealand). The data show how these pedagogical approaches can generate dispositions of respect and restraint with regard to use of resources whilst introducing children to traditional Indigenous sustainability practices. Eco-cultural literacies provide a counter-narrative to dominant discourses that perpetuate the exploitation of our planet and her resources whilst confining the focus of education to predetermined, narrow literacy and numeracy standards. In drawing upon ancient wisdoms, there are implications for how early childhood care and education settings internationally can engage in localised eco-cultural literacies that offer hope for sustainable futures.

scholarly journals Fostering Eco-Cultural Literacies for Social, Cultural and Ecological Justice: A Perspective From Aotearoa (New Zealand)

2021 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Indigenous Peoples ◽  
Early Years ◽  
Pedagogical Strategies ◽  
Use Of Resources ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Sustainable Futures

© 2017, Springer Science+Business Media B.V. Pedagogies that reflect the eco-cultural literacies of local Indigenous peoples have potential to foster young children’s empathy for our planet as well as for other humans and for more-than-human kin such as mountains, rivers, forests, plants, fish, insects and animals. This article explores some ways in which early years educators can implement pedagogical strategies that encompass the eco-cultural literacies of local Indigenous peoples. These pedagogical strategies are illustrated through data gathered from children, teachers and families in two early childhood centres that participated in a wider study of early childhood care and education settings in Aotearoa (New Zealand). The data show how these pedagogical approaches can generate dispositions of respect and restraint with regard to use of resources whilst introducing children to traditional Indigenous sustainability practices. Eco-cultural literacies provide a counter-narrative to dominant discourses that perpetuate the exploitation of our planet and her resources whilst confining the focus of education to predetermined, narrow literacy and numeracy standards. In drawing upon ancient wisdoms, there are implications for how early childhood care and education settings internationally can engage in localised eco-cultural literacies that offer hope for sustainable futures.

scholarly journals Fostering Eco-Cultural Literacies for Social, Cultural and Ecological Justice: A Perspective From Aotearoa (New Zealand)

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Indigenous Peoples ◽  
Early Years ◽  
Pedagogical Strategies ◽  
Use Of Resources ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Sustainable Futures

© 2017, Springer Science+Business Media B.V. Pedagogies that reflect the eco-cultural literacies of local Indigenous peoples have potential to foster young children’s empathy for our planet as well as for other humans and for more-than-human kin such as mountains, rivers, forests, plants, fish, insects and animals. This article explores some ways in which early years educators can implement pedagogical strategies that encompass the eco-cultural literacies of local Indigenous peoples. These pedagogical strategies are illustrated through data gathered from children, teachers and families in two early childhood centres that participated in a wider study of early childhood care and education settings in Aotearoa (New Zealand). The data show how these pedagogical approaches can generate dispositions of respect and restraint with regard to use of resources whilst introducing children to traditional Indigenous sustainability practices. Eco-cultural literacies provide a counter-narrative to dominant discourses that perpetuate the exploitation of our planet and her resources whilst confining the focus of education to predetermined, narrow literacy and numeracy standards. In drawing upon ancient wisdoms, there are implications for how early childhood care and education settings internationally can engage in localised eco-cultural literacies that offer hope for sustainable futures.

scholarly journals The Sacred and the Profane in Early Childhood: An Englishman's Guide to Context and Policy

2003 ◽  
Vol 4 (3) ◽  
pp. 337-356 ◽  
Author(s):  
Philip Gammage
Keyword(s):  
Early Childhood ◽  
Collective Identity ◽  
Family Cohesion ◽  
Divorce Rate ◽  
Natural World ◽  
Early Years ◽  
Child Rearing ◽  
Family Structures ◽  
Early Childhood Care ◽  
Childhood Care

The change in family structures throughout the post-natural world (‘post-natural’ is used in the way that Anthony Giddens [BBC Reith Lectures, 1999] uses the term, i.e. when even child-rearing is largely no longer ‘natural’ and when institutions, technology and commerce have increasing sway over all dimensions of life) is briefly discussed together with some pressures that now inhibit, inform or constrain modern child rearing. The decline in the birth rate throughout Europe, Scandinavia, North America, and Australasia and the accelerating divorce rate are also seen as part of this changing context. Within these broad social changes comes the recent research on brain development during the early years of childhood. The extreme plasticity of the brain is discussed, as is the paradoxical and now somewhat archaic tendency for formal systems of education to invest in childhood after much of the formative learning is over. The article proposes that for ‘fitness of purpose’ we need educators and carers of vision and compassion, yet articulate and well read. It sees early childhood care and education as indivisible. The article notes that both policies and commercial interests may sometimes cause tension between indoctrination and education and between ‘accountability’ and professionalism. It sees professionalism as inherently ‘problematic’ and rightly about judgement, not about certainty. It insists that teachers and carers should be well educated, not merely trained, and suggests that without the intervention of effective, knowledgeable early years professionals, societies may increasingly lack a collective identity, unity and, perhaps, actual humanity. It builds upon this to suggest that integration of the prime services is best clustered around that of effective childcare and early education and that a professional yet ‘seamless approach’ to families, especially those in poverty, will handsomely repay child achievement and societal and family cohesion in the long term.

scholarly journals Fostering Eco-Cultural Literacies for Social, Cultural and Ecological Justice: A Perspective From Aotearoa (New Zealand)

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Indigenous Peoples ◽  
Early Years ◽  
Pedagogical Strategies ◽  
Use Of Resources ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Sustainable Futures

© 2017, Springer Science+Business Media B.V. Pedagogies that reflect the eco-cultural literacies of local Indigenous peoples have potential to foster young children’s empathy for our planet as well as for other humans and for more-than-human kin such as mountains, rivers, forests, plants, fish, insects and animals. This article explores some ways in which early years educators can implement pedagogical strategies that encompass the eco-cultural literacies of local Indigenous peoples. These pedagogical strategies are illustrated through data gathered from children, teachers and families in two early childhood centres that participated in a wider study of early childhood care and education settings in Aotearoa (New Zealand). The data show how these pedagogical approaches can generate dispositions of respect and restraint with regard to use of resources whilst introducing children to traditional Indigenous sustainability practices. Eco-cultural literacies provide a counter-narrative to dominant discourses that perpetuate the exploitation of our planet and her resources whilst confining the focus of education to predetermined, narrow literacy and numeracy standards. In drawing upon ancient wisdoms, there are implications for how early childhood care and education settings internationally can engage in localised eco-cultural literacies that offer hope for sustainable futures.

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