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EDPR202 Relationships in Inclusive Settings

Examines the development of effective, professional relationships between teachers and children, parents, family and/or whānau, agencies and the community, and the crucial role they play in the provision of inclusive contexts in Aotearoa/New Zealand.

This paper will allow students to examine the development of effective, professional relationships between teachers and children, parents, family and/or whānau, agencies and the community, and the knowledge, skills and attitudes required to do this in order to provide inclusive early childhood education contexts in Aotearoa/New Zealand. Students will also develop their skills in the appropriate use of Te Reo Māori and develop knowledge of associated Tikanga Māori contexts.

Paper title Relationships in Inclusive Settings
Paper code EDPR202
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) First Semester, First Semester
Domestic Tuition Fees (NZD) $813.45
International Tuition Fees (NZD) $3,585.00

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Prerequisite
EDPR 102 and (EICT 198 or EICT 199) and (ELIT 198 or ELIT 199) and (EMAT 197 or EMAT 198)
Restriction
EDUE 212
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, Communication, Cultural understanding, Ethics, Information literacy, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. To reflect on the critical role of effective relationships between the teacher and children, parents, family and/or whānau, agencies and the community
  2. To explore the knowledge and skills necessary for the development of collaborative relationships between children, parents, family and/or whānau, agencies and the wider community
  3. To critically examine the teacher's role in creating inclusive educational contexts
  4. To demonstrate appropriate use of introductory Te Reo Māori and develop knowledge of elements of associated Tikanga Māori concepts
  5. To develop pedagogical content knowledge for supporting English as an Additional Language (EAL) learners
Paper Structure
Relationships
  • The rationale for effective relationships
  • The development of professional collaborative relationships with children, parents, family and/or whānau
  • Perspectives on building and maintaining effective relationships
Family
  • Families and diversity
  • Māori and Pasifika families
  • Heritage languages and mainstream early childhood education
Supporting the integration of Te Reo me ōna Tikanga Māori
  • Te reo Māori
  • Associated tikanga Māori concepts
Inclusion
  • Creating inclusive contexts in relation to ability; gender; culture - including supporting English as an Additional Language (EAL) Learners; poverty; spirituality (and or religion)
Teaching staff
Paper Co-ordinator: Dr Michael Gaffney (Dunedin)
Other staff: Mary O'Rourke (Southland), Parker Ormond (Southland)
Contact
Dr Michael Gaffney, michael.gaffney@otago.ac.nz
Textbooks
Required Texts:

Gordon-Burns, D., Gunn, A. C., Purdue, K., & Surtees, N. (Eds.) (2012). Te Aotūroa Tātaki Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. Wellington: NZCER Press.

Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington: Ministry of Education & New Zealand Teachers Council.

Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mo ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

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Timetable

First Semester

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

Lecture

Stream Days Times Weeks
Attend
L1 Monday 09:00-09:50 9-15, 17-19

Tutorial

Stream Days Times Weeks
Attend
T1 Wednesday 09:00-10:50 9-15, 17-19, 22

First Semester

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

Examines the development of effective, professional relationships between teachers and children, parents, family and/or whānau, agencies and the community, and the crucial role they play in the provision of inclusive contexts in Aotearoa/New Zealand.

This paper will allow students to examine the development of effective, professional relationships between teachers and children, parents, family and/or wh?ünau, agencies and the community, and the knowledge, skills and attitudes required to do this in order to provide inclusive early childhood education contexts in Aotearoa/New Zealand. Students will also develop their skills in the appropriate use of Te Reo M?üori and develop knowledge of associated Tikanga M?üori contexts.

Paper title Relationships in Inclusive Settings
Paper code EDPR202
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) First Semester, First Semester
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Prerequisite
EDPR 102 and (EICT 198 or EICT 199) and (ELIT 198 or ELIT 199) and (EMAT 197 or EMAT 198)
Restriction
EDUE 212
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
Paper Co-ordinator: Dr Michael Gaffney (Dunedin)
Other staff: Mary O'Rourke (Southland), Parker Ormond (Southland)
Paper Structure
Relationships
  • The rationale for effective relationships
  • The development of professional collaborative relationships with children, parents, family and/or whÄnau
  • Perspectives on building and maintaining effective relationships
Family
  • Families and diversity
  • MÄori and Pasifika families
  • Heritage languages and mainstream early childhood education
Supporting the integration of Te Reo me Åna Tikanga MÄori
  • Te reo MÄori
  • Associated tikanga MÄori concepts
Inclusion
  • Creating inclusive contexts in relation to ability; gender; culture - including supporting English as an Additional Language (EAL) Learners; poverty; spirituality (and or religion)
Textbooks
Required Texts:

Gordon-Burns, D., Gunn, A. C., Purdue, K., & Surtees, N. (Eds.) (2012). Te Aot?½roa T?ütaki Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. Wellington: NZCER Press.

Ministry of Education. (2011). T?ütaiako: Cultural competencies for teachers of M?üori learners. Wellington: Ministry of Education & New Zealand Teachers Council.

Ministry of Education. (2017). Te Wh?üriki: He wh?üriki matauranga mo ng?ü mokopuna o Aotearoa: Early childhood curriculum (2nd ed). Wellington, New Zealand: Learning Media.
Graduate Attributes Emphasised
Interdisciplinary perspective, Communication, Cultural understanding, Ethics, Information literacy, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. To reflect on the critical role of effective relationships between the teacher and children, parents, family and/or whanau, agencies and the community
  2. To explore the knowledge and skills necessary for the development of collaborative relationships between children, parents, family and/or whanau, agencies and the wider community
  3. To critically examine the teacher's role in creating inclusive educational contexts
  4. To demonstrate appropriate use of introductory Te Reo MÄori and develop knowledge of elements of associated Tikanga MÄori concepts
  5. To develop pedagogical content knowledge for supporting English as an Additional Language (EAL) learners

^ Top of page

Timetable

First Semester

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

Lecture

Stream Days Times Weeks
Attend
L1 Monday 09:00-09:50 9-13, 15-19, 22

Tutorial

Stream Days Times Weeks
Attend
T1 Wednesday 09:00-10:50 9-13, 15-16, 18-19, 22

First Semester

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