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EDPR201 Relationships and the Practice of Teaching

An examination of how responsive, reciprocal and respectful relationships are integral to the pedagogical practices of an early childhood teacher in inclusive settings.

Students will critically reflect on how relationships contribute to professional and pedagogical practice in inclusive early childhood settings. There will be a particular focus on examining practices that facilitate all children's learning using the curriculum framework of Te Whaariki.

Paper title Relationships and the Practice of Teaching
Paper code EDPR201
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Full Year (24 February 2017 - 17 November 2017), Full Year (24 February 2017 - 17 November 2017)
Domestic Tuition Fees (NZD) $813.45
International Tuition Fees (NZD) $3,585.00

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Prerequisite
All of: EDCR 101, EDCR 102, EDPR 101, (EICT 198 or EICT 199), (ELIT 198 or ELIT 199), (EMAT 197 or EMAT 198)
Pre or Corequisite
EDCR 201 and EDCR 202
Restriction
EDUE 221
Limited to
BEdSt, BTchg
Notes
(i) With approval from the Dean of the College of Education, the EICT, ELIT and EMAT prerequisites may be waived for students with equivalent passes. (ii) Early Childhood Education students only.
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. To critically reflect on how relationships contribute to professional practice in early childhood.
  2. To critically examine pedagogical practices in inclusive early childhood settings.
  3. To explore strategies for increasing the complexity of children's learning using the framework of Te Whāriki.
  4. To integrate te reo me ngā tikanga Māori into pedagogical practice.
Contact
Dr Michael Gaffney, michael.gaffney@otago.ac.nz
Paper Structure
Professional relationships in early childhood
  • Responsive, reciprocal and respectful relationships
  • Children
  • Staff
  • Parents/whānau
The critically reflective teacher
  • Models of reflection - focusing on the interpersonal
Pedagogical practices in inclusive early childhood settings
  • Inclusion and diversity
  • Incorporating te reo Māori
Increasing the complexity of children's learning
  • What this means in the context of Te Whāriki
  • Sociocultural assessment
  • Showing continuity
Creating learning environments
  • Positive guidance
  • Environments that include all children
Teaching staff
Dr Michael Gaffney (Dunedin)
Mary O'Rourke (Southland)
Textbooks
Required Texts:
  • Arthur L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming & planning in early childhood settings. Victoria, Australia: Cengage Learning
  • New Zealand Ministry of Education. (1996). Te Whāriki: He Whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
  • MacNaughton, G. & Williams, G. (2009). Techniques for teaching young Children: Choice for theory and practice (3rd ed.). French Forest, NSW 2086: Pearson.
  • O'Connor, A. & Diggins, C. (2002). On reflection: reflective practice for early childhood educators. Wellington, New Zealand: Open Mind Publishing.

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Timetable

Full Year (24 February 2017 - 17 November 2017)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Thursday 09:00-09:50 9-15, 17-19, 22, 28-34, 36-41

Full Year (24 February 2017 - 17 November 2017)

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

An examination of how responsive, reciprocal and respectful relationships are integral to the pedagogical practices of an early childhood teacher in inclusive settings.

Students will critically reflect on how relationships contribute to professional and pedagogical practice in inclusive early childhood settings. There will be a particular focus on examining practices that facilitate all children's learning using the curriculum framework of Te Whaariki.

Paper title Relationships and the Practice of Teaching
Paper code EDPR201
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) 1st Non standard period (19 February 2018 - 16 November 2018), 1st Non standard period (19 February 2018 - 16 November 2018)
Domestic Tuition Fees (NZD) $829.65
International Tuition Fees (NZD) $3,656.70

^ Top of page

Prerequisite
All of: EDCR 101, EDCR 102, EDPR 101, (EICT 198 or EICT 199), (ELIT 198 or ELIT 199), (EMAT 197 or EMAT 198)
Pre or Corequisite
EDCR 201 and EDCR 202
Restriction
EDUE 221
Limited to
BEdSt, BTchg
Notes
(i) With approval from the Dean of the College of Education, the EICT, ELIT and EMAT prerequisites may be waived for students with equivalent passes. (ii) Early Childhood Education students only.
Contact
Dr Michael Gaffney, michael.gaffney@otago.ac.nz
Teaching staff
Dr Michael Gaffney (Dunedin)
Mary O'Rourke (Southland)
Paper Structure
Professional relationships in early childhood
  • Responsive, reciprocal and respectful relationships
  • Children
  • Staff
  • Parents/whÄnau
The critically reflective teacher
  • Models of reflection - focusing on the interpersonal
Pedagogical practices in inclusive early childhood settings
  • Inclusion and diversity
  • Incorporating te reo MÄori
Increasing the complexity of children's learning
  • What this means in the context of Te WhÄriki
  • Sociocultural assessment
  • Showing continuity
Creating learning environments
  • Positive guidance
  • Environments that include all children
Textbooks
Required Texts:
  • Ministry of Education, (2017). Te Wh?üriki: He wh?üriki m?ütauranga m?ì ng?ü mokopuna o Aotearoa: Early childhood Curriculum. Wellington, New Zealand: Author.
  • Grey, A. & Clark, B. (2013). Transformative teaching practices in early childhood education. Ng?ü hurihanga ako k?½ hungahunga. Auckland: Pearson.
  • MacNaughton, G. & Williams, G. (2009). Techniques for teaching young Children: Choice for theory and practice (3rd ed.). French Forest, NSW 2086: Pearson.
  • O'Connor, A. & Diggins, C. (2002). On reflection: reflective practice for early childhood educators. Wellington, New Zealand: Open Mind Publishing.
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. To critically reflect on how relationships contribute to professional practice in early childhood.
  2. To critically examine pedagogical practices in inclusive early childhood settings.
  3. To explore strategies for increasing the complexity of children's learning using the framework of Te WhÄriki.
  4. To integrate te reo me ngÄ tikanga MÄori into pedagogical practice.

^ Top of page

Timetable

1st Non standard period (19 February 2018 - 16 November 2018)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
A1 Thursday 09:00-09:50 9-13, 15-19, 22
AND
B1 Thursday 09:00-09:50 28-34, 36-41

1st Non standard period (19 February 2018 - 16 November 2018)

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard