scholarly journals Navigating the entanglements: Curriculum and assessment priorities in transitioning to school in Aotearoa-New Zealand

2021 ◽  
Author(s):  
◽  
Margaret Haggerty
Keyword(s):  
Early Childhood ◽  
The Body ◽  
Felix Guattari ◽  
Transition To School ◽  
Policy And Practice ◽  
Aotearoa New Zealand ◽  
Difference Making ◽  
Karen Barad ◽  
Key Dimensions ◽  
Initial Focus

<p>This thesis critically examines the curriculum and assessment priorities children encounter as they transition from early childhood to school and the modes of being, doing, knowing, and relating these priorities promote or make difficult. An initial focus on children’s multimodal ways of operating shifted as this study progressed toward a more relational materialist conception of multimodality, drawing on the thinking of Gilles Deleuze, Felix Guattari and Karen Barad. A key focus became tracing the heterogeneous forces and entities that authorise and prioritise particular constructions of learning and learners.  The thesis follows the curriculum and assessment priorities six focus children met with in their last six months at kindergarten and their first six months in a new entrant classroom, and explores how these priorities relate to those of the children and their families. Data drawn on include a range of policy and practice-related documentation, interviews, fieldnotes and video-recorded observations. Excerpts of video are incorporated into the thesis as ‘cases to think with’ about key dimensions of everyday pedagogical activity not well represented by words.  While it may be a truism to say children navigate the move from early childhood to school differently, this thesis brings attention to the multiplicity of forces at play in how this move unfolds for particular children. It offers critical insights into the complex ways the global, local and ‘here and now’ specificities operate in entanglement to produce pedagogical priorities and learner-subjectivities. It highlights that the curriculum and assessment priorities for children in this study being/becoming new entrants strongly favoured children who were lingusitically adept, and willing and able to adjust to tightly prescribed classroom normativities, many of which centred around control of the body.  This thesis challenges the ongoing privileging of the verbal, arguing for the importance of making space for children’s other modes of being, doing, knowing and relating. It questions the recent narrowing and intensifying emphasis on standards-based assessment and the strongly individualistic, regulatory discourse of self-managing learners. It foregrounds the ways in which transition to school agendas have escalated nationally and internationally and become part of day-to-day curriculum and assessment priorities. On the basis of these findings I call for greater ethical regard for the heterogeneity of children and the capacities they bring and are capable of, including the capacity to engage with ‘real world’ multiplicity and difference-making interconnectivities with human and more-than-human others.</p>

scholarly journals Navigating the entanglements: Curriculum and assessment priorities in transitioning to school in Aotearoa-New Zealand

2021 ◽  
Author(s):  
◽  
Margaret Haggerty
Keyword(s):  
Early Childhood ◽  
The Body ◽  
Felix Guattari ◽  
Transition To School ◽  
Policy And Practice ◽  
Aotearoa New Zealand ◽  
Difference Making ◽  
Karen Barad ◽  
Key Dimensions ◽  
Initial Focus

<p>This thesis critically examines the curriculum and assessment priorities children encounter as they transition from early childhood to school and the modes of being, doing, knowing, and relating these priorities promote or make difficult. An initial focus on children’s multimodal ways of operating shifted as this study progressed toward a more relational materialist conception of multimodality, drawing on the thinking of Gilles Deleuze, Felix Guattari and Karen Barad. A key focus became tracing the heterogeneous forces and entities that authorise and prioritise particular constructions of learning and learners.  The thesis follows the curriculum and assessment priorities six focus children met with in their last six months at kindergarten and their first six months in a new entrant classroom, and explores how these priorities relate to those of the children and their families. Data drawn on include a range of policy and practice-related documentation, interviews, fieldnotes and video-recorded observations. Excerpts of video are incorporated into the thesis as ‘cases to think with’ about key dimensions of everyday pedagogical activity not well represented by words.  While it may be a truism to say children navigate the move from early childhood to school differently, this thesis brings attention to the multiplicity of forces at play in how this move unfolds for particular children. It offers critical insights into the complex ways the global, local and ‘here and now’ specificities operate in entanglement to produce pedagogical priorities and learner-subjectivities. It highlights that the curriculum and assessment priorities for children in this study being/becoming new entrants strongly favoured children who were lingusitically adept, and willing and able to adjust to tightly prescribed classroom normativities, many of which centred around control of the body.  This thesis challenges the ongoing privileging of the verbal, arguing for the importance of making space for children’s other modes of being, doing, knowing and relating. It questions the recent narrowing and intensifying emphasis on standards-based assessment and the strongly individualistic, regulatory discourse of self-managing learners. It foregrounds the ways in which transition to school agendas have escalated nationally and internationally and become part of day-to-day curriculum and assessment priorities. On the basis of these findings I call for greater ethical regard for the heterogeneity of children and the capacities they bring and are capable of, including the capacity to engage with ‘real world’ multiplicity and difference-making interconnectivities with human and more-than-human others.</p>

Shifts in policy and practice in early childhood curriculum priorities in Aotearoa-New Zealand: Entanglements of possibility and risk

2020 ◽  
Vol 18 (6) ◽  
pp. 739-756
Author(s):  
Maggie Haggerty ◽  
Judith Loveridge ◽  
Sophie Alcock
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Curriculum ◽  
Policy Reforms ◽  
Curriculum Policy ◽  
Policy And Practice ◽  
National Education ◽  
Aotearoa New Zealand ◽  
National Education Policy ◽  
Recent Policy

Recent policy developments in the early childhood (EC) care and education sector in Aotearoa-New Zealand have seen a shift in focus from children and play to learners and learning. While few would argue against learning as priority this article raises pressing questions about the ‘intended’ and ‘(un)intended’ consequences of this turn. We analyse national education policy reforms that have served to promote the construction of child-as-learner-subject, alongside moves internationally toward the learnerfication of EC services (Biesta, 2010). As a particular focus, we examine the legacy EC curriculum policy has drawn on from indigenous Māori discourses, as a complex entanglement of both possibility and risk. We focus also on how, in this policy context, an intermix of ‘old’ and ‘new’ curriculum priorities was playing out in one EC setting and how teachers sought to navigate the complex entanglement this effected in practice. On the basis of our analyses, we argue that the problem is not with learning as priority, but with the (school-referenced) narrowing of curriculum, the prioritising of homogenised predetermined outcomes and the ways in which children (parents and teachers) are being positioned in these particular constructions of learners and learning.

scholarly journals Moving the Frontiers of Convention 1975-2003: An Overview of the Early Childhood Education Landscape

2003 ◽  
Author(s):  
Helen May
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Keynote Address ◽  
Policy And Practice ◽  
Political Issues ◽  
Childhood Education ◽  
Political Landscape ◽  
Aotearoa New Zealand ◽  
Overview Analysis

There has been an early childhood convention every four years since 1975. In a keynote address to the Eighth Early Childhood Convention held at Palmerston North in September 2003, the author presented an overview analysis of these conventions in the pedagogical and political landscape of early childhood in Aotearoa-New Zealand. The resulting convention papers can be seen as signposts, outlining the pedagogical and political issues of the time. The convention forums have been a useful platform for: celebrating New Zealand early childhood education challenging entrenched opinion critiquing existing policy and practice signalling strategic directions forecasting new frontiers. This paper is an abbreviated and updated version of the keynote address. It summarises the debate and discourse on early childhood matters in Aotearoa-New Zealand from 1975 until 2003 through the medium of the conventions themselves.

scholarly journals Ko toku reo ko toku ia mana: My language, my identity - The Pacific language nest: How language, culture and traditions are supported and promoted for the Pacific communities of the Cook Islands, Niue and Tokelau in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Ali Glasgow
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
The Body ◽  
Significant Feature ◽  
Advisory Group ◽  
Pacific Island ◽  
Cook Islands ◽  
Aotearoa New Zealand ◽  
Group I ◽  
The Pacific

<p>Within the early childhood sector of New Zealand, Pacific language nests have played a pivotal role in promoting Pacific education, language development and building Pacific communities. Pacific Island language nests have emerged as foundational contexts that have facilitated learning, family and community engagement as well as promoting cultural aspirations. This study focusses on the Pacific Nations of the Cook Islands, Niue and Tokelau Islands; all share the status of New Zealand Realm states, and have languages which are at extreme risk of language death.  This research examines the extent to which families and communities engage with the language nests. It investigates challenges that impact on the support and promotion of language, culture and traditions for the Pacific language nest. This study explores practices and processes in the Pacific language nest, and how these practices are evolving and adapting within the contemporary early childhood education sector.   Using a combination of Sociocultural and Indigenous theoretical framings, I apply an ethnographic approach to three case study settings. Applying the methods of observation, talanoa (informal group discussion), document, video and audio analysis, and reflective field notes applied in the study, and guidance of a Pacific advisory group I seek out the cultural, social and linguistic conceptualisations and practices that take place in the Cook Islands, Niuean and Tokelauan language nest settings.   Findings from this study reveal that Pacific ECE language services are delivering programmes that embrace cultural practices in which children are immersed in culturally and linguistically rich learning environments. Language experiences are varied and designated mat time music and group sessions provide and are utilised for Indigenous language learning opportunities. The language nest provides a hub for the Pacific Island communities and the expertise of the wider family. Intergenerational participation is a significant feature. Grandparents and elders of the community, in particular, maintain a prominent role in the provision of authentic cultural and linguistic programmes for the Pacific nations of the Cook Islands, Niue and Tokelau islands. The language nest is providing a crucial role in stemming the decreasing use of vernacular language in these nations.  This study provides a framing of valuable knowledge that adds to the body of knowledge and provides an in-depth understanding of the Pacific language nests of the Cook Islands, Niue and Tokelau communities in Aotearoa New Zealand.</p>

scholarly journals Professional Love in Early Childhood Education: the experience of Aotearoa New Zealand

2021 ◽  
Author(s):  
Helen Lorraine Grace Stewart-MacKenzie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Years ◽  
Policy And Practice ◽  
Home Setting ◽  
Childhood Education ◽  
Care Givers ◽  
Aotearoa New Zealand ◽  
Nation Wide Survey

Abstract Love is essential for human psycho-social development, in particular in the early years. Just as the love of parents/care-givers and others in the home setting is vital, there is increasing recognition that love is important for infants, toddlers and young children in early childhood education settings (ECES). However, love demonstrated by teaching professionals continues to be under-researched (Dalli 2005; Page 2017a). As a result, educational policy and practice guidelines are still embryonic, or may not yet exist (Dalli et al 2011; Hughs 2013). This article presents findings from a nation-wide survey of early childhood professionals in Aotearoa New Zealand (NZ) undertaken in 2020 which explored early childhood teachers’ understandings of professional love in ECES in NZ; the first such survey undertaken. Respondents emphasised that a professional approach to love is important despite many responses indicating love is still viewed as unprofessional by early childhood education (ECE) teachers and managers. A key finding of this research is that understanding the nature of love in ECES is required in order to legitimise professional love and thereby inform policy and practice. Findings from the research suggest a way forward.

scholarly journals Ko toku reo ko toku ia mana: My language, my identity - The Pacific language nest: How language, culture and traditions are supported and promoted for the Pacific communities of the Cook Islands, Niue and Tokelau in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Ali Glasgow
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
The Body ◽  
Significant Feature ◽  
Advisory Group ◽  
Pacific Island ◽  
Cook Islands ◽  
Aotearoa New Zealand ◽  
Group I ◽  
The Pacific

<p>Within the early childhood sector of New Zealand, Pacific language nests have played a pivotal role in promoting Pacific education, language development and building Pacific communities. Pacific Island language nests have emerged as foundational contexts that have facilitated learning, family and community engagement as well as promoting cultural aspirations. This study focusses on the Pacific Nations of the Cook Islands, Niue and Tokelau Islands; all share the status of New Zealand Realm states, and have languages which are at extreme risk of language death.  This research examines the extent to which families and communities engage with the language nests. It investigates challenges that impact on the support and promotion of language, culture and traditions for the Pacific language nest. This study explores practices and processes in the Pacific language nest, and how these practices are evolving and adapting within the contemporary early childhood education sector.   Using a combination of Sociocultural and Indigenous theoretical framings, I apply an ethnographic approach to three case study settings. Applying the methods of observation, talanoa (informal group discussion), document, video and audio analysis, and reflective field notes applied in the study, and guidance of a Pacific advisory group I seek out the cultural, social and linguistic conceptualisations and practices that take place in the Cook Islands, Niuean and Tokelauan language nest settings.   Findings from this study reveal that Pacific ECE language services are delivering programmes that embrace cultural practices in which children are immersed in culturally and linguistically rich learning environments. Language experiences are varied and designated mat time music and group sessions provide and are utilised for Indigenous language learning opportunities. The language nest provides a hub for the Pacific Island communities and the expertise of the wider family. Intergenerational participation is a significant feature. Grandparents and elders of the community, in particular, maintain a prominent role in the provision of authentic cultural and linguistic programmes for the Pacific nations of the Cook Islands, Niue and Tokelau islands. The language nest is providing a crucial role in stemming the decreasing use of vernacular language in these nations.  This study provides a framing of valuable knowledge that adds to the body of knowledge and provides an in-depth understanding of the Pacific language nests of the Cook Islands, Niue and Tokelau communities in Aotearoa New Zealand.</p>

Reproductive Organ Education for Psychic Health Development of Early Age

2018 ◽  
Vol 2 ◽  
Author(s):  
Dwi Darwati
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Deviant Behavior ◽  
Reproductive Organs ◽  
Reproductive Organ ◽  
The Body ◽  
Childhood Development ◽  
Early Age ◽  
Digital Era ◽  
Stage Of Development

Reproductive  health education should be given since early childhood by using language that is adapted to the stage of development. If you procrastinate and wait until the teenager it is already too late because in the days of the digital era, as now, all the information can be easily accessed by anyone including children early age. If the early childhood misinformed about their reproductive organs it would disrupt the physical and psychological development due to the wrong behavior in caring for and maintaining reproductive organs. Qur’an as the holy book of Muslims describes the steps of reproduction and  imparting education wisely as well as how to apply such education. This kind of education must be in accordance with the conditions of children and there should not be a lie about it We can also use media and methods such as pictures, songs, tap or other visual  media which can give clearer information, so that children can clearly see parts of the body, their characteristics, and how to treat and care them. The impropriate approach in conveying this kind of knowledge will be very dangerous for children. The provision of early age reproductive organs education can prevent the occurrence of deviant behavior as well as protect children from dangerous influence in early childhood development.

February 9 — Dentist Day in Russia

2020 ◽  
pp. 78-81
Author(s):  
Oksana Rybachok
Keyword(s):  
Early Childhood ◽  
Oral Cavity ◽  
Salivary Glands ◽  
Spiritual Development ◽  
The Body ◽  
Mechanical Processing ◽  
Normal Functioning ◽  
Digestion Process ◽  
Quality Of Food

«Man is what he eats,» these words belong to the great Pythagoras. He meant by these words the connection of the origin of consumed food with the spiritual development of man. In fact, a lot depends on the nature of nutrition, the quality of food and, of course, on the degree of its perception by the body. Digestion process begins not in the stomach, but directly in the oral cavity as a result of mechanical processing of products with teeth and under the influence of the secretion of the salivary glands. That is why healthy teeth are the key to the normal functioning of the whole organism — people should start taking care of their teeth from the early childhood and dentists, who are far from being beloved by everybody and are often carelessly evaded, are called upon to help keep the teeth healthy.

Health(y) education: A critical analysis of the role of public health regulation in and on tertiary education in Aotearoa New Zealand

2021 ◽  
pp. 147821032199501
Author(s):  
Susan Shaw ◽  
Keith Tudor
Keyword(s):  
Public Health ◽  
New Zealand ◽  
Critical Analysis ◽  
Tertiary Education ◽  
Power Dynamics ◽  
Policy And Practice ◽  
Educational Design ◽  
Aotearoa New Zealand ◽  
Public Health Regulation

This article offers a critical analysis of the role of public health regulation on tertiary education in Aotearoa New Zealand and, specifically, the requirements and processes of Responsible Authorities under the Health Practitioners Competence Assurance Act for the accreditation and monitoring of educational institutions and their curricula (degrees, courses of studies, or programmes). It identifies and discusses a number of issues concerned with the requirements of such accreditation and monitoring, including, administrative requirements and costs, structural requirements, and the implications for educational design. Concerns with the processes of these procedures, namely the lack of educational expertise on the part of the Responsible Authorities, and certain manifested power dynamics are also highlighted. Finally, the article draws conclusions for changing policy and practice.

Sign in / Sign up

Export Citation Format

Share Document