Early Childhood Folio最新文献

{"title":"The influence of Frozen: Young children, performative gender, and popular culture","authors":"J. Kelly-Ware","doi":"10.18296/ECF.0052","DOIUrl":"https://doi.org/10.18296/ECF.0052","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121496141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pedagogical intentions: Enacting a “refreshed” bicultural curriculum positioned at the crossroads of colonial relations, biocultural education, and critical literacy","authors":"M. Skerrett","doi":"10.18296/ECF.0045","DOIUrl":"https://doi.org/10.18296/ECF.0045","url":null,"abstract":"Some of the “big” ideas around the refresh of Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa— Early Childhood Curriculum (Ministry of Education, 2017) (Te Whāriki 2017) are that it is designed as a rich bicultural curriculum for every child, supported with the idea that “In Māori tradition children are seen to be inherently competent, capable and rich, complete and gifted no matter what their age or ability” (p.12). At a special briefing on Te Whāriki 2017 a Ministry of Education official, Nancy Bell, said “What worries the Ministry of Education most is that for many children the curriculum is boring, not rich enough in many services” (personal communication, June 2017). In Te Whāriki 2017, protection and promotion of children’s health and wellbeing; equitable access to learning opportunities; This article emphasises some of the shifts highlighted by the Ministry of Education in the refreshed Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa—Early Childhood Curriculum (Ministry of Education, 2017) (Te Whāriki 2017). Some of those shifts include the ideas of Te Whāriki 2017 being a curriculum for all children, having a stronger bicultural framing, the intentionality of curriculum design, the importance of community engagement, the centrality of kaupapa Māori theory and its relationship to identity, language, and culture. This leads into a focus discussion of the importance of language and languages policy under the heading of critical kaupapa Māori theory. Drawing on the characteristics of the pīpīwharauroa, and through an example of pedagogical storytelling, this article theorises a whakataukī. Finally, the relationship of critical literacy to transformational praxis is explicated, arguing that it is through such pedagogy that the aspirations of the “refreshed” Te Whāriki 2017 as transformational can be enacted. This article rejects the construct of linguistic hierarchies, and challenges the perpetuation of colonialism’s corrosive languages policies and their privileging practices. It promotes the paradigm that all languages are powerful and that all early childhood centres, not just kōhanga reo, are language nests so it is incumbent upon kaiako and community alike to commit to the tenets of Te Tiriti o Waitangi, to social justice, and critical pedagogy for transformation.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122609051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Refreshing our work with infants and toddlers: Mantras from theory and research into practice","authors":"Carmen Dalli","doi":"10.18296/ECF.0047","DOIUrl":"https://doi.org/10.18296/ECF.0047","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127239523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring new approaches to pathways from early childhood education to school","authors":"S. Peters","doi":"10.18296/ECF.0048","DOIUrl":"https://doi.org/10.18296/ECF.0048","url":null,"abstract":"In pathways of lifelong learning there are some key transition points along the way. For young children there are often transitions to, within, and between early childhood settings and then from early childhood education [ECE] to school. New Zealand’s early childhood curriculum Te Whāriki (Ministry of Education, 2017) recognises the importance of these different transitions throughout the document and pays particular attention to the pathways for learners as they move from early childhood education to school and kura. This article draws attention to the approach to transition in the current New Zealand curriculum documents and discusses some of the possibilities for transition practice offered by Te Whāriki (Ministry of Education, 2017). Examples of teacher practice in which teachers in ECE and school worked together to explore ways to identify and acknowledge children’s existing knowledge are discussed. The article reflects on key implications for teachers in ECE and the early levels of school as they review their practice in light of the updated Te Whāriki curriculum.","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127646181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Little boxes, rambling houses and children’s agency","authors":"Ann Pairman","doi":"10.18296/ECF.0049","DOIUrl":"https://doi.org/10.18296/ECF.0049","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"431 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123860832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating a rich curriculum through intentional teaching","authors":"Tara W. McLaughlin, Sue Cherrington","doi":"10.18296/ecf.0050","DOIUrl":"https://doi.org/10.18296/ecf.0050","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117076191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A fantastical journey: Re-imagining Te Whāriki","authors":"J. Ritchie","doi":"10.18296/ECF.0046","DOIUrl":"https://doi.org/10.18296/ECF.0046","url":null,"abstract":"","PeriodicalId":361497,"journal":{"name":"Early Childhood Folio","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125529035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}