Overview
A critical examination of the early childhood teacher’s role in creating an inclusive context that facilitates children’s learning and fosters the well-being of children in Aotearoa/New Zealand.
About this paper
| Paper title | Professional Inquiry in(to) Practice 1 |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | 1st Non standard period (23 January 2023 - 23 June 2023)
(On campus)
1st Non standard period (23 January 2023 - 23 June 2023) (On campus) |
| Domestic Tuition Fees ( NZD ) | $912.00 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDCR 201 and EDPR 201
- Pre or Corequisite
- EDCR 301
- Restriction
- EDUE 321
- Limited to
- BTchg
- Notes
- Early Childhood Education students only.
- Contact
Dr Michael Gaffney, michael.gaffney@otago.ac.nz
- Teaching staff
Paper Co-ordinator: Dr Michael Gaffney
Other staff : Mary O'Rourke (Southland)- Paper Structure
Critical inquiry into practice:
- Models of critical reflection - Barbara Rogoff's planes of analysis
- Action research
Assessment for learning:
- Facilitating children's learning
- Connectedness, continuity and complexity
- Integration of te reo me ngā tikanga Māori
Pedagogy:
- Critique of strategies
- Impact of the political, social and cultural context on teachers and learners
- Textbooks
Required Texts:
- Anning, A., Cullen, J., & Fleer, M. (2009). Early childhood education. Society & culture (2nd ed.). London: Sage.
- Ministry of Education, (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood Curriculum. Wellington, New Zealand: Author.
- Grey, A., Clark, B,. (2013). Transformative teaching practices in early childhood education. Nga hurihanga ako hunga. Auckland, New Zealand: Pearson Education.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Self-motivation, Teamwork.
View more information about Otago's graduate attributes. - Learning Outcomes
Students who successfully complete this paper will:
- Critically reflect upon their own practice in order to drive their continuing professional learning.
- Facilitate connectedness, continuity and complexity of children's learning through quality assessment and pedagogical practices.
- Integrate appropriate te reo me ngā tikanga Māori relevant to the early childhood setting and wider community.
- Articulate how the political, social and cultural context significantly impacts on the teacher's role in ensuring the well-being of all children in Aotearoa-New Zealand.
- Children's Act
- Student's safety checks as part on admission to programmeWhen is Student Safety Check for this paper is processed? This paper is limited to a programme
Timetable
Overview
A critical examination of the early childhood teacher’s role in creating an inclusive context that facilitates children’s learning and fosters the well-being of children in Aotearoa/New Zealand.
About this paper
| Paper title | Professional Inquiry in(to) Practice 3 |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 1
(On campus)
Semester 1 (On campus) |
| Domestic Tuition Fees ( NZD ) | $937.50 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDCR 201 and EDPR 201
- Pre or Corequisite
- EDCR 301
- Limited to
- BTchg
- Notes
- Early Childhood Education students only.
- Contact
Dr Michael Gaffney, michael.gaffney@otago.ac.nz
- Teaching staff
Paper Co-ordinator: Dr Michael Gaffney
Other staff : To be confirmed (Invercargill)- Paper Structure
Critical inquiry into practice:
- Models of critical reflection - Barbara Rogoff's planes of analysis
- Personalised planning
Assessment for learning:
- Facilitating children's learning
- Connectedness, continuity and complexity
- Integration of te reo me ngā tikanga Māori
Pedagogy:
- Critique of strategies
- Impact of the political, social and cultural context on teachers and learners
- Ensuring an inclusive environment
- Textbooks
Required Texts:
- Anning, A., Cullen, J., & Fleer, M. (2009). Early childhood education. Society & culture (2nd ed.). London: Sage.
- Ministry of Education, (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood Curriculum. Wellington, New Zealand: Author.
- Grey, A., Clark, B,. (2013). Transformative teaching practices in early childhood education. Nga hurihanga ako hunga. Auckland, New Zealand: Pearson Education.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Self-motivation, Teamwork.
View more information about Otago's graduate attributes. - Learning Outcomes
Students who successfully complete this paper will:
- Critically reflect upon their own practice in order to drive their continuing professional learning.
- Facilitate connectedness, continuity and complexity of children's learning through quality assessment and pedagogical practices.
- Integrate appropriate te reo me ngā tikanga Māori relevant to the early childhood setting and wider community.
- Articulate how the political, social and cultural context significantly impacts on the teacher's role in ensuring the well-being of all children in Aotearoa-New Zealand.