Engages students in debate about the way in which early childhood curriculum is influenced by the historical, political, theoretical, ideological, cultural and social context both nationally and internationally.
The aim of this paper is to challenge students to think critically about curriculum. Te Whāriki has been an integral part of early childhood practice in this country for almost two decades. There is evidence to suggest that it has been influential in the development of other curriculum documents throughout the world. The sector has a sense of pride and ownership that the Aotearoa New Zealand curriculum has been seen as innovative. It is a curriculum that is strongly based on the rights of the child and seeks to empower children to be active learners and participants in their world.
However, sometimes curriculum discourse can be taken for granted and become what Foucault would call a regime of truth. To avoid this happening we need to be constantly reflecting on Te Whāriki, considering and reconsidering whether there may be alternative approaches. Does the curriculum provide a basis for the weaving of exemplary practice? Does the curriculum create meaningful and relevant learning possibilities for all children? Does the curriculum fit the educational thinking of the 21st century? It is important you engage in ongoing dialogue and debate about appropriate curriculum.
To assist in a critical reflection of Te Whāriki students will have an opportunity to explore and debate curriculum approaches that have been developed in Australia, the Asia/Pacific region, Britain and other countries of interest. The final debate will be: what could or should early childhood curriculum look like in this country in the 21st century?
|Paper title||Debating Curriculum|
|Teaching period(s)||Semester 2
Semester 2 (On campus)
|Domestic Tuition Fees (NZD)||$912.00|
|International Tuition Fees||Tuition Fees for international students are elsewhere on this website.|
- EDCR 301
- Limited to
- Early Childhood Education students only.
- This paper is for Early Childhood Education students only.
Dr Sonya Gaches, email@example.com
- Teaching staff
Paper Co-ordinator: Dr Sonya Gaches
Other staff: Mary O'Rourke (Southland)
- Paper Structure
This paper aims to encourage students to deepen their understanding of early childhood curriculum through investigation and debate of the ways in which both national and international curriculum are influenced by historical, theoretical, political, ideological, cultural and social factors. This investigation and debate will lead to an analysis of the provision of early childhood education for all children.
The historical, theoretical, political, ideological, cultural and social contexts of curriculum:
- Impact on early child education
- Impact on learners
Curriculum from a range of national and international perspectives:
- National approaches
- Te Whāriki
- New Zealand Curriculum Framework
- International models
Analysis of the implications for the provision of early childhood education for all children.
- Teaching Arrangements
This paper is taught on the Dunedin and Southland campuses.
- Smith, A.B. (2013). Understanding Children and Childhood (5th ed.), Welling, Bridget Williams Publishing
- Lee, W., Carr, M., Soutar, B., & Mitchell, L. (2013). Understanding the Te Whariki Approach: Early Years Education in Practice. London: Routledge
- Nutall, J. (2013), Weaving Te Whariki Aotearoa New Zealand's Early Childhood Curriculum Documentin Theory and Practice, (2nd edition) Wellington: NZCER Press
- Graduate Attributes Emphasised
- Global perspective, Critical thinking, Cultural understanding, Information literacy,
View more information about Otago's graduate attributes.
- Learning Outcomes
Students who successfully complete this paper will be able to:
- Critically examine the ways in which the historical, theoretical, political, ideological, cultural and social context impact on early childhood curriculum and learners
- Investigate curriculum from a range of national and international perspectives
- Synthesise a range of views on early childhood curriculum and analyse the implications for the provision of early childhood education for all children