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.
This paper will allow students to examine the development of effective, professional relationships between teachers and children, parents, family and/or wh?ünau, agencies and the community, and the knowledge, skills and attitudes required to do this in order to provide inclusive early childhood education contexts in Aotearoa/New Zealand. Students will also develop their skills in the appropriate use of Te Reo M?üori and develop knowledge of associated Tikanga M?üori contexts.
|Paper title||Relationships in Inclusive Settings|
|Points||18 points 18 points|
|Teaching period(s)||First Semester, First Semester|
|Domestic Tuition Fees (NZD)||$829.65|
|International Tuition Fees (NZD)||$3,656.70|
- EDPR 102 and (EICT 198 or EICT 199) and (ELIT 198 or ELIT 199) and (EMAT 197 or EMAT 198)
- EDUE 212
- Limited to
- BEdSt, BTchg
- (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 Michael Gaffney, firstname.lastname@example.org
- Teaching staff
- Paper Co-ordinator: Dr Michael Gaffney
Other staff: Mary O'Rourke (Southland), Parker Ormond (Southland)
- Paper Structure
- The rationale for effective relationships
- The development of professional collaborative relationships with children, parents, family and/or whÄnau
- Perspectives on building and maintaining effective relationships
- Families and diversity
- MÄori and Pasifika families
- Heritage languages and mainstream early childhood education
- Te reo MÄori
- Associated tikanga MÄori concepts
- Creating inclusive contexts in relation to ability; gender; culture - including supporting English as an Additional Language (EAL) Learners; poverty; spirituality (and or religion)
- Required Texts:
Gordon-Burns, D., Gunn, A. C., Purdue, K., & Surtees, N. (Eds.) (2012). Te Aot?½roa T?ütaki Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. Wellington: NZCER Press.
Ministry of Education. (2011). T?ütaiako: Cultural competencies for teachers of M?üori learners. Wellington: Ministry of Education & New Zealand Teachers Council.
Ministry of Education. (2017). Te Wh?üriki: He wh?üriki matauranga mo ng?ü mokopuna o Aotearoa: Early childhood curriculum (2nd ed). Wellington, New Zealand: Learning Media.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Communication, Cultural understanding, Ethics, Information
View more information about Otago's graduate attributes.
- Learning Outcomes
- To reflect on the critical role of effective relationships between the teacher and children, parents, family and/or whanau, agencies and the community
- To explore the knowledge and skills necessary for the development of collaborative relationships between children, parents, family and/or whanau, agencies and the wider community
- To critically examine the teacher's role in creating inclusive educational contexts
- To demonstrate appropriate use of introductory Te Reo MÄori and develop knowledge of elements of associated Tikanga MÄori concepts
- To develop pedagogical content knowledge for supporting English as an Additional Language (EAL) learners