Overview
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.
About this paper
| Paper title | Relationships and the Practice of Teaching 2 |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | 1st Non standard period (23 February 2026 - 20 November 2026)
(On campus)
1st Non standard period (23 February 2026 - 20 November 2026) (On campus) |
| Domestic Tuition Fees ( NZD ) | $1,053.30 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDCR 101, EDCR 102 and EDPR 101
- Pre or Corequisite
- EDCR 201 and EDCR 202
- Limited to
- BTchg
- Notes
- Early Childhood Education students only.
- Contact
Dr Sonya Gaches (sonya.gaches@otago.ac.nz)
- Teaching staff
Dr Sonya Gaches (Dunedin)
Meredith Kelly (Invercargill)- Paper Structure
Professional relationships in early childhood
- Responsive, reciprocal and respectful relationships
- Children
- Staff
- Parents/whānau
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
- Textbooks
Required Texts:
- Carr, McLee, W. (2012). Learning Stories: Constructing Learning Identities in Early Education. Sage Corwin.
- Carr, M & Lee, W. (2019) Learning Stories in Practice. Sage Corwin.
- Hedges, H. (2022). Children’s Interests, Inquiries and Identities. Routledge.
- 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
Overview
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 Whāriki.
About this paper
| Paper title | Relationships and the Practice of Teaching 2 |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Full Year
(On campus)
Full Year (On campus) |
| Domestic Tuition Fees | Tuition Fees for 2027 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDCR 101, EDCR 102 and EDPR 101
- Pre or Corequisite
- EDCR 201 and EDCR 202
- Limited to
- BTchg
- Notes
- Early Childhood Education students only.
- Contact
- Teaching staff
Dr Sonya Gaches (Dunedin)
Dr Meredith Kelly (Invercargill)- Paper Structure
Professional relationships in early childhood:
- Responsive, reciprocal and respectful relationships
- Children
- Staff
- Parents/whānau
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
- Textbooks
Required Texts:
- Carr, McLee, W. (2012). Learning Stories: Constructing Learning Identities in Early Education. Sage Corwin.
- Carr, M & Lee, W. (2019). Learning Stories in Practice. Sage Corwin.
- Hedges, H. (2022). Children's Interests, Inquiries and Identities. Routledge.
- 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.