Nga Hurihanga Ako Kohungahunga: Transformative teaching practices in early childhood education : 9781486005727

Nga Hurihanga Ako Kohungahunga: Transformative teaching practices in early childhood education

 
Edition
 
1
ISBN
 
9781486005727
ISBN 10
 
1486005721
Published
 
28/08/2013
Published by
 
Pearson New Zealand
Pages
 
Format
 
In stock
 
Title type
Book
$66.99
 
 
Title type
 
$44.99
 
 
Description

Ngā Hurihanga Ako Kōhungahunga – Transformative teaching practices in early childhood education introduces current innovations in early childhood education teaching practice in New Zealand and discusses various aspects of pedagogical practice in ways designed to both stimulate and inform the student of early childhood education.

Inherently complex and involving many facets shaped by context, pedagogical practice in early childhood education is always evolving and subjective in nature. With this text the editors aim to engage the teacher/learner in recognising and responding to the complexity of good pedagogical practice, informing teacher choices about: philosophical approaches; decision making about curriculum; ethical approaches to relationship building; and interactions with children and their families.

Table of contents

1. On becoming a teacher
Anne Grey and Beverley Clark
The teaching self
Beliefs, values and attitudes in teaching
Developing a cultural lens
Teacher passion
Teacher presence
Ethics of teaching
The professional teacher
References

2. Just do it
Chris Jenkin and Mary-Liz Broadley
The journeying towards principle-based bicultural practice
What is biculturalism?
Continuum of teachers’ attitudes
Building on what works to extend the continuum of learning
Findings of the Ako Aotearoa Research Project: building kaupapa Mäori in early childhood education and bicultural resources
Conclusion
Consultation
Activities
References

3. Langa ngāue: exploring laulōtaha with the perspectives of ‘quality’ in Tongan early childhood education
Jeanne Pau’uvale Teisina and Lorraine Pau’uvale
Introduction
Context of the chapter
Background
Anga faka-Tonga: Tongan identity
Ako, ‘ilo and poto
Fatafata mäfana
Tangata kakato
Laulötaha: perception of quality from a Tongan perspective
Summary
References

4.Relational caregiving: connecting with infants and toddlers
Sophie Alcock
Introduction and background context
Creating caring connections: intimacy, intersubjectivity, subjectivity, attunement and attachment 37
Consistency (without rigidity) in caregiving
Consistency (and flexibility) in routines
Caring community (with rights and responsibilities)
Observing feelings reflectively
Play with people and things
Summary
References

5. Teaching practices to support children’s construction of knowledge: working theories in early childhood education
Victoria Hargraves
Introduction
What is a working theory? How can we recognise one?
How do children create working theories? What are the processes they use?
What teaching approaches can support children to develop working theories?
My position
Case study
Conclusion
Class activities
References

6. Play is choice: the playful teacher
Evelyn Davis, Robyn Reid and Sue Stover
The complexity of choosing play
Reflections from a playful teacher
Quotations for reflection
References

7. Involving parents: what does it imply?
Bin Wu
Introduction
Background
A partnership on a slippery slope?
What is involved: setting objectives
Conclusion
References

8. Children as teachers and teachers as learners
Denise Heald and Lorraine Manuela
Introduction
The image of the child
The image of the teacher
The pedagogy of relationships
The pedagogy of listening
Conclusion
References

9. Inclusion – a human right
Anne Grey
Understandings of inclusion
Inclusion in the context of Aotearoa New Zealand
The role of language
An alternative understanding of inclusion
Summary
Activities
References

10. Sustainability and children’s inter-relationality with nature
Jenny Ritchie
Introduction
Sustainability
Kaitiakitanga – human responsibility to nurture and care for the natural world
Some research narratives
Final thoughts
References

11. Perspectives on leadership in early childhood education
Helen Aitken
Introduction
Views of leadership in early childhood education
The context of early childhood education in Aotearoa New Zealand
What practices do successful leaders use?
The leadership and/or management dilemma
Leadership as a shared and developed practice
Distributed leadership
Learning from Mäori views of leadership
Pedagogical leadership
Leadership and links to educational provision for children and investing in leadership development
Conclusion
References

12. Reflecting on and reviewing practices
Anne Grey and Beverley Clark
The complexity of quality
Assessment and evaluation
The process of reviewing practice
Challenges to reviewing practice
Benefits of reviewing practice
Summary
References
Index

Author biography

About the editors:

Anne Grey has been involved with the education of young children for many years. She began her career as a primary teacher in the junior classes. In early childhood education, she has been involved in many roles – as a Playcentre parent, as well as an early childhood teacher and centre manager. She has also had governance roles as a centre licensee, on management committees and as a board member of a kindergarten association. She is now a senior lecturer at AUT University in early childhood education at both undergraduate and postgraduate levels. Anne is continually amazed at the transformative power of early childhood education, and the difference this can make to society.

Beverley Clark is currently Head of the Department of Education at Te Whare Wānanga o Wairaka Unitec. Her research has concentrated on two key areas: second language acquisition, with a strong belief in language as vital cultural expression and as human capital; and the values and attributes of curriculum in the early years. The underpinning focus in all her work is on education as transformation – for individuals, families, communities and society.

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