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EDUC474 Early Childhood Curriculum 1

Introduction to early childhood education in Aotearoa including curriculum, pedagogy and assessment for diverse children, families, and communities and the integration and implementation of quality curriculum.

EDUC 474 Early Childhood Curriculum 1

  • Historical, political and cultural provision of early childhood education and care (ECEC) in Aotearoa.
    • History of ideas concerning childhood, childrearing, institutional care of infants and young children outside the family home
    • Influence of the social, political and cultural context on development of ECEC services
    • The impact of research in shaping understandings about and institutions for young children
    • Histories and contexts for the development of ECEC curriculum approaches
  • Te Whāriki and its implementation
    • Philosophy - image of the child, image of the teacher, bi-cultural underpinnings
    • Theoretical perspectives: play-based, sociocultural, social-situated, bi-cultural
    • The structure and implementation of the curriculum
    • Complex integrated curriculum and implications for professional practice
    • Curriculum and pedagogical content knowledge
    • Sociocultural and narrative assessment
  • Professionalism in early childhood
    • Planning and evaluating teaching, assessment for learning
    • Collaborative decision making
    • Ethics and reflexive praxis
       

Paper title Early Childhood Curriculum 1
Paper code EDUC474
Subject Education
EFTS 0.2500
Points 30 points
Teaching period 1st Non standard period (14 January 2019 - 21 June 2019)
Domestic Tuition Fees (NZD) $1,679.75
International Tuition Fees (NZD) $6,658.50

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Limited to
Limited to: MTchgLn
Notes
Available only for the Early Childhood Education endorsement
Contact

education@otago.ac.nz

Teaching staff

To be confirmed

Textbooks

To be confirmed

Graduate Attributes Emphasised
Lifelong learning, Critical thinking, Cultural understanding, Research.
View more information about Otago's graduate attributes.
Learning Outcomes

By the end of this paper, students will be able to:
1.Critically analyse the origins of the ideas and institutions underpinning the historical, political and cultural provision of early childhood care and education in Aotearoa;
2. Examine and appraise the development of the idea of national curricula in international contexts including the implementation of Te Whāriki, its pedagogical implications and associated professional practices;
3. Demonstrate an understanding of Te Whāriki as a bi-cultural curriculum for infants, toddlers, young children and their families;
4. Explore sociocultural and narrative assessment for young children's learning; and,
5. Demonstrate an understanding of professionalism in early childhood education.
 

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Timetable

1st Non standard period (14 January 2019 - 21 June 2019)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Workshop

Stream Days Times Weeks
Attend
A1 Tuesday 13:00-14:50 7-8
Tuesday 13:00-15:50 9-15, 23-24
Friday 13:00-15:50 9-15, 23

Introduction to early childhood education in Aotearoa including curriculum, pedagogy and assessment for diverse children, families, and communities and the integration and implementation of quality curriculum.

EDUC 474 Early Childhood Curriculum 1

  • Historical, political and cultural provision of early childhood education and care (ECEC) in Aotearoa.
    • History of ideas concerning childhood, childrearing, institutional care of infants and young children outside the family home
    • Influence of the social, political and cultural context on development of ECEC services
    • The impact of research in shaping understandings about and institutions for young children
    • Histories and contexts for the development of ECEC curriculum approaches
  • Te Whāriki and its implementation
    • Philosophy - image of the child, image of the teacher, bi-cultural underpinnings
    • Theoretical perspectives: play-based, sociocultural, social-situated, bi-cultural
    • The structure and implementation of the curriculum
    • Complex integrated curriculum and implications for professional practice
    • Curriculum and pedagogical content knowledge
    • Sociocultural and narrative assessment
  • Professionalism in early childhood
    • Planning and evaluating teaching, assessment for learning
    • Collaborative decision making
    • Ethics and reflexive praxis
       

Paper title Early Childhood Curriculum 1
Paper code EDUC474
Subject Education
EFTS 0.2500
Points 30 points
Teaching period 1st Non standard period (27 January 2020 - 19 June 2020)
Domestic Tuition Fees Tuition Fees for 2020 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Limited to
MTchgLn
Notes
Available only for the Early Childhood Education endorsement
Contact

sonya.gaches@otago.ac.nz

Teaching staff

Dr Sonya Gaches

Textbooks
  • Clark, B. & Grey, A. Ata Kitea te Pae - Scanning the Horizon, Auckland: Pearson
  • May, H. (2013) The Discovery of Early Childhood (2nd edition), Auckland: Auckland University Press.
  • Grey, A. & Clark, B, (2013), Nga hurihanga Ako Kohungahunga - Transformative Teaching Practices in Early Childhood Education, Auckland: Pearson
  • New Zealand Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Ministry of Education.
  • Anning, A., Cullen J., & Fleer, M. (2009). Early childhood education: Society and culture (2nd ed.). London: Sage. (Available electronically from University library).
  • Hemara, W. (2000). Māori pedagogies: A view from the literature. Wellington, New Zealand: New Zealand Council for Educational Research.
  • Hill, L., Stremmel, A. & Fu, V. (2005). Teaching as inquiry: Rethinking Curriculum in early childhood education. United States of America: Pearson Education Inc.
  • McLachlan, C., Fleer, M. & Edwards, S. (2013). Early childhood curriculum: Planning, assessment and implementation (2nd ed.). Melbourne, Australia: Cambridge University Press. (Available from Robertson Library Reserve).
  • MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). New South Wales, Australia: Pearson Education.
Graduate Attributes Emphasised
Lifelong learning, Critical thinking, Cultural understanding, Research.
View more information about Otago's graduate attributes.
Learning Outcomes

By the end of this paper, students will be able to:

  1. Critically analyse the origins of the ideas and institutions underpinning the historical, political and cultural provision of early childhood care and education in Aotearoa;
  2. Examine and appraise the development of the idea of national curricula in international contexts including the implementation of Te Whāriki, its pedagogical implications and associated professional practices;
  3. Demonstrate an understanding of Te Whāriki as a bi-cultural curriculum for infants, toddlers, young children and their families;
  4. Explore sociocultural and narrative assessment for young children's learning; and,
  5. Demonstrate an understanding of professionalism in early childhood education.

^ Top of page

Timetable

1st Non standard period (27 January 2020 - 19 June 2020)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Workshop

Stream Days Times Weeks
Attend
A1 Tuesday 13:00-14:50 8
Tuesday 13:00-15:50 9-15, 24-25
Friday 13:00-15:50 9-14