Examines the development of effective, professional relationships between teachers and children, parents, family/whānau, agencies and the community, and the crucial role they play in the provision of inclusive contexts in Aotearoa/New Zealand.
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.
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|
|Teaching period(s)||Semester 1
Semester 1 (On campus)
|Domestic Tuition Fees (NZD)||$912.00|
|International Tuition Fees||Tuition Fees for international students are elsewhere on this website.|
- EDPR 102, ELIT 199 and EMAT 197
- Limited to
- Early Childhood Education students only.
- Teaching staff
Paper Co-ordinator: Mary O'Rourke (Southland)
Other staff: Amie Curtis (Dunedin)
Parker Ormond (Southland)
- Paper Structure
- The rationale for effective relationships
- Perspectives on building and maintaining effective relationships
- Working with the diversity of families in early childhood education
- The development of professional collaborative relationships with children, parents, family and /or whānau
Supporting the integration of Te Reo me ngā Tikanga Māori
- Te reo Māori appropriate to early childhood settings
- Associated tikanga Māori concepts
- Creating inclusive contexts in relation to ability; gender; culture; poverty; spirituality (and or religion)
- Supporting learners for whom English is an Additional Language (EAL) and looking at the place of Heritage languages within mainstream early childhood education
- Gunn, A. C., Surtees, N., Gordon-Burns, D., & Purdue, K., (Eds.) (2020). Te Aotūroa Tātaki Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand (2nd ed). 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. (2017). Te Whāriki: He whāriki matauranga mo ngā mokopuna o Aotearoa: Early childhood curriculum (2nd ed). Wellington, New Zealand: Author.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Communication, Cultural understanding, Ethics, Information
View more information about Otago's graduate attributes.
- Learning Outcomes
Students who successfully complete this paper will:
- Reflect on the critical role of effective relationships between the teacher and children, parents, family and/or whānau, agencies and the community
- Explore the knowledge and skills necessary for the development of collaborative relationships between children, parents, family and/or whānau, agencies and the wider community
- Critically examine the teacher's role in creating inclusive educational contexts
- Demonstrate appropriate use of introductory Te Reo Māori and develop knowledge of elements of associated Tikanga Māori concepts
- Develop pedagogical content knowledge for supporting English as an Additional Language (EAL) learners