Engages students in critical dialogue as they articulate and debate innovative and effective professional practice in inclusive early childhood settings in Aotearoa/New Zealand.
|Paper title||Professional Inquiry in(to) Practice 2|
|Points||18 points 18 points|
|Teaching period(s)||Second Semester, Second Semester|
|Domestic Tuition Fees (NZD)||$829.65|
|International Tuition Fees (NZD)||$3,656.70|
- EDPR 301
- Pre or Corequisite
- EDPR 303
- EDUE 322
- Limited to
- BTchg, GradDipEdTchg, GradDipTchg
- Early Childhood Education students only.
- Judy Layland, email@example.com
- Teaching staff
- Paper Co-ordinator: Judy Layland (Dunedin)
Other staff: Meredith Kelly (Southland)
- Paper Structure
- Professionalism in practice
- Teaching portfolios
- Debating innovative and effective pedagogical practice
- Transforming practice
- Reconceptualising practice
- Bicultural practice
- Community of learners/community
- Creating communities of learners
- Creating communities of practice - the theoretical context
- Facilitating children's learning
and well-being in inclusive settings
- Narrative assessment
- Pedagogy and environments that include all children
- Teaching portfolios
- Required Texts:
- Anning, A., Cullen J., & Fleer, M. (2009). Early childhood education. Society & culture (2nd ed). London: Sage.
- New Zealand Ministry of Education. (2017). Te Wh?üriki: He wh?üriki m?ütauranga m?ì ng?ü mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Ministry of Education.
- Clark, A. & Grey, A. (Eds.). (2010). Perspectives on early childhood education: Ata kite ate pae - Scanning the horizon. Auckland, New Zealand: Pearson.
- Grey, A. & Clark, B. (Eds.). (2013). Transformative teaching practices in early childhood education: Ng?ü hurihanga ako k?ìhungahunga. Auckland, New Zealand: Pearson.
- Lee, W., Carr, M., Soutar, B. & Mitchell, L. (2013). Understanding the te whariki approach: Early years education in practice. London & New York: Routledge.
- MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). New South Wales, Australia: Pearson Education.
- New Zealand Ministry of Education. (2006). Ng?ü arohaehae whai hua: Self-review guidelines for early childhood education. Wellington, New Zealand: Learning Media.
- Nuttall, J. (Ed.). (2013). Weaving te wh?üriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice. Wellington, New Zealand: NZCER.
- OÔÇÖConnor, A. & Diggins, C. (2002). On reflection: Reflective practice for early childhood educators. Wellington, New Zealand: Open Mind Publishing.
- Smith, A. (2014). Understanding children and childhood: A New Zealand perspective (5th ed). Wellington, New Zealand: Bridget Williams Books Ltd.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking,
Cultural understanding, Ethics, Information literacy, Research, Teamwork.
View more information about Otago's graduate attributes.
- Learning Outcomes
- To evaluate professionalism in practice
- To critically analyse and debate innovative and effective pedagogical practice
- To create dialogue within a community of learners/community of practice
- To critically examine strategies to facilitate children's learning and well-being
- To articulate a philosophy of practice which reflects current theory about philosophy