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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|
|Teaching period(s)||1st Non standard period (28 February 2022 - 11 November 2022)
1st Non standard period (28 February 2022 - 11 November 2022) (On campus)
|Domestic Tuition Fees (NZD)||$887.55|
|International Tuition Fees||Tuition Fees for international students are elsewhere on this website.|
- 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
- EDUE 221
- Limited to
- (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.
Dr Sonya Gaches (firstname.lastname@example.org)
- Teaching staff
- Paper Structure
Professional relationships in early childhood
- Responsive, reciprocal and respectful relationships
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
- Ministry of Education, (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood Curriculum. Wellington, New Zealand: Author.
- Grey, A. & Clark, B. (2013). Transformative teaching practices in early childhood education. Ngā hurihanga ako kī 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.
- Carr, McLee, W. (2012). Learning Stories: Constructing Learning Identities in Early Education. Sage Corwin.
- Dunkin, D. & Hanna, P. (2001) Thinking Together: Quality Adult: Child Interactions. Wellington: NZCER Press
- 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
Students who successfully complete this paper will
- Critically reflect on how relationships contribute to professional practice in early childhood
- Critically examine pedagogical practices in inclusive early childhood settings
- Explore strategies for increasing the complexity of children's learning using the framework of Te Whāriki
- Integrate te reo me ngā tikanga Māori into pedagogical practice