Red X iconGreen tick iconYellow tick icon

    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 (26 February 2024 - 22 November 2024) (On campus)
    1st Non standard period (26 February 2024 - 22 November 2024) (On campus)
    Domestic Tuition Fees ( NZD ) $937.50
    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)
    To be confirmed (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:

    1. Critically reflect on how relationships contribute to professional practice in early childhood
    2. Critically examine pedagogical practices in inclusive early childhood settings
    3. Explore strategies for increasing the complexity of children's learning using the framework of Te Whāriki
    4. Integrate te reo me ngā tikanga Māori into pedagogical practice

    Timetable

    1st Non standard period (26 February 2024 - 22 November 2024)

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

    Lecture

    Stream Days Times Weeks
    Attend
    A1 Wednesday 14:00-14:50 9-13, 15-18, 21-22
    AND
    B1 Wednesday 14:00-14:50 29-35, 37-42

    1st Non standard period (26 February 2024 - 22 November 2024)

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

    Workshop

    Stream Days Times Weeks
    Attend
    A1 Wednesday 14:00-14:50 9-13, 15-18, 21-22
    Back to top