EDCR301 Living Curriculum

Challenges students to explore what it means to utilise their knowledge of curriculum, pedagogical content knowledge, research, and theory to ‘live’ the curriculum in early childhood settings in Aotearoa/New Zealand.

This paper will engage students in a critical examination of the notion of a living curriculum in early childhood settings in Aotearoa/New Zealand and appropriate approaches and strategies for its implementation. Students will also examine the influences on curriculum development, including the inclusion of Te Ao Māori and the use of content knowledge as a tool to facilitate the continuity of learning.

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Prerequisite

EDCR 201 and EDCR 202 and EDPR 201

Restriction

EDUE 301

Limited to

BTchg, GradDipEdTchg, GradDipTchg

Notes

(i) Early Childhood Education students only. (ii) Prerequisites EDCR 201 and EDPR 201 are waived for GradDipTchg (Early Childhood Education) students.

Eligibility

This paper is for Early Childhood Education students only.

Contact

Programme Co-ordinator (Early Childhood Education): Judy Layland (judy.layland@otago.ac.nz)

Teaching staff

Paper Co-ordinator: Judy Layland
Teaching staff: Meredith Kelly (Southland)

Paper Structure

Te Whāriki as integrated curriculum

• Key elements of and influences on curriculum
• Pedagogical content knowledge
• Curriculum approaches and strategies
• Current research and theory relating to curriculum
• Learning Dispositions and key competencies

Bicultural curriculum

• Examination of current research and associated issues related to the inclusion of te ao Māori in early childhood education
• Examination of the Māori dimension within the framework of Te Whāriki

Community of learners

• Curriculum implementation within early childhood settings
• Curriculum continuity

Teaching Arrangements

This paper is taught on the Dunedin and Invercargill campuses.

Textbooks

Required Texts:

• New Zealand Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Ministry of Education.
• Anning, A., Cullen J., & Fleer, M. (2009). Early childhood education: Society and culture (2nd ed.). London: Sage. (Available electronically from University library).
• Hemara, W. (2000). Māori pedagogies: A view from the literature. Wellington, New Zealand: New Zealand Council for Educational Research.
• Hill, L., Stremmel, A. & Fu, V. (2005). Teaching as inquiry: Rethinking Curriculum in early childhood education. United States of America: Pearson Education Inc.
• McLachlan, C., Fleer, M. & Edwards, S. (2013). Early childhood curriculum: Planning, assessment and implementation (2nd ed.). Melbourne, Australia: Cambridge University Press. (Available from Robertson Library Reserve).
• MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). New South Wales, Australia: Pearson Education.

Graduate Attributes Emphasised

Critical thinking, Cultural understanding.
View more information about Otago's graduate attributes.

Learning Outcomes

Students who successfully complete this paper will be able:

1. To critically analyse the notion of lived curriculum as an integrated, bicultural curriculum and explore how content and pedagogical content knowledge informs the professional practice of early childhood teachers working with all learners
2. To appraise current theory on curriculum and examine its impact on the development of curriculum approaches and strategies
3. To gain knowledge and understanding on how a bicultural curriculum is lived in daily practice
4. To critically examine the value of communities of learners in curriculum implementation

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