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 learning possibilities meaningful and relevant 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|
|Points||18 points 18 points|
|Teaching period(s)||Second Semester, Second Semester|
|Domestic Tuition Fees (NZD)||$863.25|
|International Tuition Fees (NZD)||$3,954.75|
- 36 EDUC points or 108 points
- Limited to
- BTchg, GradDipEdTchg, GradDipTchg
- Early Childhood Education students only.
- This paper is for Early Childhood Education students only.
Dr Sonya Gaches (firstname.lastname@example.org)
- Teaching staff
- 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 Invercargill 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
- To investigate curriculum from a range of national and international perspectives
- To synthesise a range of views on early childhood curriculum and analyse the implications for the provision of early childhood education for all children