scholarly journals “I know what that is! It’s modern art!” Early childhood access to and use of art museums and galleries in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Lisa Terreni
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Young Children ◽  
Art Education ◽  
Data Gathering ◽  
Art Museum ◽  
Art Museums ◽  
Pedagogical Practices ◽  
Online Questionnaire ◽  
Aotearoa New Zealand

<p>This thesis examines issues of access to art museums and galleries for young children attending early childhood (EC) centres, the ways in which the EC sector uses the institutions to enhance young children’s learning, and the relationship art museums and galleries have with New Zealand’s youngest citizens. It is the first in-depth study of young children’s use of art museums and galleries in Aotearoa New Zealand.  A mixed methods approach to the research involved a range of data gathering tools to observe, document, and analyse the practices and attitudes towards art museum visiting by the EC sector. Key participants were EC teachers, art museum directors, and art museum educators. Rich quantitative and qualitative data were elicited from a national survey of 17 of New Zealand’s largest art museums and galleries, an extensive national online questionnaire to EC centres, and an embedded case study of three EC centres who visited art museums as part of the research. Bourdieu’s key concepts of habitus, cultural capital and, particularly, field provide the fundamental tools for analysis within this inquiry. These have been used to examine and attempt to explain why some EC teachers visit art museums and galleries with young children while others do not, and understand issues of power within the field of art education in an art museum or gallery.  The study found that there are both facilitators and barriers to art museum and gallery visiting by the EC sector. Barriers included: funding limitations, teachers’ fears about using art museums and galleries with young children, lack of professional development for teachers, and poor marketing of exhibitions to the EC sector. Facilitators included EC teachers’ positive perceptions of art museums and galleries as places for enriching and extending young children’s visual arts education, visual art pedagogical practices that support visiting, and the willingness of some art museums and galleries to work with the EC sector. On the basis of the findings from all three phases of the research and informed by the literature reviews and the conceptual tools used in the analysis of data, a ‘third space’ for art education in art museums and galleries for young children attending EC centres is proposed.</p>

scholarly journals “I know what that is! It’s modern art!” Early childhood access to and use of art museums and galleries in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Lisa Terreni
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Young Children ◽  
Art Education ◽  
Data Gathering ◽  
Art Museum ◽  
Art Museums ◽  
Pedagogical Practices ◽  
Online Questionnaire ◽  
Aotearoa New Zealand

<p>This thesis examines issues of access to art museums and galleries for young children attending early childhood (EC) centres, the ways in which the EC sector uses the institutions to enhance young children’s learning, and the relationship art museums and galleries have with New Zealand’s youngest citizens. It is the first in-depth study of young children’s use of art museums and galleries in Aotearoa New Zealand.  A mixed methods approach to the research involved a range of data gathering tools to observe, document, and analyse the practices and attitudes towards art museum visiting by the EC sector. Key participants were EC teachers, art museum directors, and art museum educators. Rich quantitative and qualitative data were elicited from a national survey of 17 of New Zealand’s largest art museums and galleries, an extensive national online questionnaire to EC centres, and an embedded case study of three EC centres who visited art museums as part of the research. Bourdieu’s key concepts of habitus, cultural capital and, particularly, field provide the fundamental tools for analysis within this inquiry. These have been used to examine and attempt to explain why some EC teachers visit art museums and galleries with young children while others do not, and understand issues of power within the field of art education in an art museum or gallery.  The study found that there are both facilitators and barriers to art museum and gallery visiting by the EC sector. Barriers included: funding limitations, teachers’ fears about using art museums and galleries with young children, lack of professional development for teachers, and poor marketing of exhibitions to the EC sector. Facilitators included EC teachers’ positive perceptions of art museums and galleries as places for enriching and extending young children’s visual arts education, visual art pedagogical practices that support visiting, and the willingness of some art museums and galleries to work with the EC sector. On the basis of the findings from all three phases of the research and informed by the literature reviews and the conceptual tools used in the analysis of data, a ‘third space’ for art education in art museums and galleries for young children attending EC centres is proposed.</p>

scholarly journals Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

2020 ◽  
Vol 24 ◽  
pp. 58
Author(s):  
Peng Xu
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Citizenship Education ◽  
Methodological Approach ◽  
Citizenship Status ◽  
Childhood Education ◽  
Aotearoa New Zealand

 Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.

scholarly journals Using Video in Research with Young Children, Teachers and Parents: Entanglements of Possibility, Risk and Ethical Responsibility

2020 ◽  
pp. 1-15
Author(s):  
Maggie Haggerty
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Young Children ◽  
Ethnographic Study ◽  
Ethical Responsibility ◽  
Aotearoa New Zealand ◽  
Teachers And Parents ◽  
Visual Technologies ◽  
Opening Up ◽  
Critical Consideration

Abstract This article draws on research conducted for the author’s PhD study and concepts in semiotic multimodality and relational materialism (Barad, 2007; Haraway, 2008) to explore the dynamics of what partnering with video/visual technologies in educational research with young children can be, do and become. This study was an ethnographic study which examined the curriculum and assessment priorities six focus children in Aotearoa-New Zealand encountered during their last six months in an early childhood (EC) centre and their first six months at school. In the article the author focuses on two video-recorded observations included in the PhD report by way of opening up for critical consideration the entanglements of possibility, risk and ethical responsibility entailed in the use of video in research with young children.

scholarly journals He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand

2020 ◽  
Author(s):  
Jenny Ritchie ◽  
C Lockie ◽  
C Rau
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Indigenous People ◽  
Ethic Of Care ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
History Of ◽  
Pedagogical Discourses

This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa. © 2011 Copyright Taylor and Francis Group, LLC.

scholarly journals He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand

2021 ◽  
Author(s):  
Jenny Ritchie ◽  
C Lockie ◽  
C Rau
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Indigenous People ◽  
Ethic Of Care ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
History Of ◽  
Pedagogical Discourses

This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa. © 2011 Copyright Taylor and Francis Group, LLC.

scholarly journals Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

2020 ◽  
Author(s):  
Peng Xu
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Citizenship Education ◽  
Methodological Approach ◽  
Citizenship Status ◽  
Childhood Education ◽  
Aotearoa New Zealand

 Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.

scholarly journals He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand

2021 ◽  
Author(s):  
Jenny Ritchie ◽  
C Lockie ◽  
C Rau
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Indigenous People ◽  
Ethic Of Care ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
History Of ◽  
Pedagogical Discourses

This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa. © 2011 Copyright Taylor and Francis Group, LLC.

Beyond the Gates: Examining the Issues Facing Early Childhood Teachers when they Visit Art Museums and Galleries with Young Children in New Zealand

2017 ◽  
Vol 42 (3) ◽  
pp. 14-21
Author(s):  
Lisa Terreni
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Young Children ◽  
Visual Art ◽  
Mixed Methods Research ◽  
Large Scale ◽  
Early Childhood Teachers ◽  
Art Museums ◽  
Learning Opportunities ◽  
Key Factors

EXCURSIONS TO CULTURAL CENTRES, such as art museums and galleries, can add new and valuable learning opportunities for young children. This paper presents the findings from a large scale national questionnaire that asked early childhood (EC) teachers in New Zealand about their engagement with art museums and galleries for learning experiences, outside of their EC centres. As part of a mixed methods research project, the questionnaire also sought to ascertain the degree to which the EC sector uses art museums and galleries as excursion destinations, and the ways in which they are used (or not). The findings suggest that key factors that both help and hinder visiting art museums and galleries with young children include: the pedagogical approaches EC teachers have in relation to visual art education, the ways in which teachers view successful learning opportunities for young children, and a teacher's own perceptions and fears of art museums and galleries. This study suggests that teachers have mixed views about whether visiting art museums and galleries will provide appropriate experiences for young children.

Food Reciprocity and Sustainability in Early Childhood Care and Education in Aotearoa New Zealand

2015 ◽  
Vol 31 (1) ◽  
pp. 74-85 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Pedagogical Practices ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Indigenous Perspectives ◽  
Sustainability Practices

AbstractThis article offers a perspective from early childhood care and education in Aotearoa New Zealand. It draws from the data of four recent studies to demonstrate pedagogical practices informed by Indigenous (Māori) perspectives. Māori values, such as manaakitanga (caring, hospitality, generosity) and whanaungatanga (relatedness), are shown featuring in routines focused on provision of food and serving as a key focus of early childhood education for sustainability. It is argued that providing opportunities for children to become engaged with growing, cooking and sharing food enables them to operationalise compassion towards themselves, others and the environment, reconnecting with the source of their food and demonstrating generosity and care to others (both human and more-than-human) in their communities. This can be viewed as a pedagogical response to the increasing encroachment of neoliberalism, with its incumbent individualism and lack of collectivist consciousness or concern for the environment, into education settings. Furthermore, drawing upon Indigenous perspectives honours traditional, localised wisdom regarding sustainability practices.

scholarly journals Visual Arts Education for Young Children In Aotearoa New Zealand

2017 ◽  
Vol 41 (4) ◽  
pp. 50 ◽  
Author(s):  
Lisa Terreni
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Art Education ◽  
Visual Arts ◽  
Arts Education ◽  
Visual Art ◽  
Early Childhood Curriculum ◽  
Visual Arts Education ◽  
Learning And Teaching ◽  
Aotearoa New Zealand

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Visual art education plays a significant role in fostering </span><span>young children’s learning, thinking, and communicating. </span><span>In New Zealand, approaches to early childhood visual </span><span>art education have developed in response to international educational theories and trends, which, over the years, have often resulted in changes to pedagogy and practice in this domain. Currently, the national early childhood curriculum Te </span><span>Whāriki includes references to visual art education in many </span><span>of its learning strands. Whilst the curriculum has a strong sociocultural orientation to learning and teaching, approaches to early childhood visual art education are diverse. A brief historical overview of early childhood visual arts education in </span><span>New Zealand is presented and, to conclude, three examples of </span><span>current, innovative art projects are discussed. </span></p></div></div></div></div>

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