Overview
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.
About this paper
| Paper title | Relationships in Inclusive Settings |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 1
(On campus)
Semester 1 (On campus) |
| Domestic Tuition Fees ( NZD ) | $912.00 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDPR 102, ELIT 199 and EMAT 197
- Limited to
- BTchg
- Notes
- Early Childhood Education students only.
- Contact
- Teaching staff
Paper Co-ordinator: Mary O'Rourke (Southland)
Other staff: Amie Curtis (Dunedin)
Parker Ormond (Southland)- Paper Structure
Relationships
- The rationale for effective relationships
- Perspectives on building and maintaining effective relationships
Family
- 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
Inclusion
- 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
- Textbooks
Required Texts:
- 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 literacy, Teamwork.
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
- Children's Act
- Students' safety checks as part of admission to the programmeWhen is Student Safety Check for this paper is processed? This paper is limited to a programme
Timetable
Overview
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.
About this paper
| Paper title | Relationships in Inclusive Settings |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 1
(On campus)
Semester 1 (On campus) |
| Domestic Tuition Fees | Tuition Fees for 2024 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDPR 102
- Limited to
- BTchg
- Notes
- Early Childhood Education students only.
- Contact
- Teaching staff
Paper Co-ordinator: Mary O'Rourke (Invercargill)
Other staff: Amie Curtis (Dunedin)
Parker Ormond (Invercargill)- Paper Structure
Relationships
- The rationale for effective relationships
- Perspectives on building and maintaining effective relationships
Family
- 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
Inclusion
- 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
- Textbooks
Required Texts:
- 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 literacy, Teamwork.
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