5 research outputs found
Conceptualising leadership in early childhood education in Aotearoa New Zealand
The New Zealand Teachers Council Te Pouherenga Kaiako o Aotearoa is pleased to publish this occasional paper focused on leadership in early childhood education in Aotearoa New Zealand. The project that led to this publication grew out of a desire of the Councilās Early Childhood Education Advisory Group to promote some action on leadership development specifically for ECE. Whereas there is a well-developed leadership strategy for the school sector there is no equivalent support for teachers in ECE. Yet it is well established in the literature that an effective professional learning community is most likely to result from leadership that has learning as the central focus. Thus the absence of a cohesive leadership strategy was seen as a significant risk to professional initiatives supporting quality teaching in ECE
Mjesto za whanau
Aroaro Tamati i Erana Hond-Flavell opisuju rad maorskog centra za inovacije Te KoŃŠ°Šµ Piripono, u sklopu kojeg djeluje djeÄji vrtiÄ na maorskom jeziku na Novom Zelandu, Äija je filozofija utemeljena na razvoju osjeÄaja pripadanja
'Ko te ira tangata, he ira atua' : exploring an indigenous Ao MÄori early childhood curriculum : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Early Years) at Massey University, Palmerston North, New Zealand
Te Whariki - early childhood curriculum (Ministry of Education, 1996) is New Zealand's,
world renowned, early childhood curriculum document. It is widely heralded as a progressive
and dynamic curriculum framework for learning and teaching in the early years because it
seeks to be culturally, philosophically and developmentally meaningful (David, 2001). Te
Whariki is described as a "new conception of curriculum" (Carr & May, 2000, p. 67) where
local, national and cultural voices have been able to speak "strongly and loudly" (p.58).
However, some Kaupapa Maori early childhood settings, such as Te Kopae Piripono, a Maori
immersion early childhood centre in New Plymouth, of which I am a fbunding whanau, have
struggled to make authentic connections with the Te Whariki, particularly with its usefulness as
a practical working document. This study sought to explore the idea of an Ao Maori (Maori
worldview) early childhood curriculum as the basis for planning, assessing and documenting
children's learning, in other words, a culturally and practically appropriate "whdriki" for Te
Kopae Piripono.
The study firstly involved interviewing representatives from four Maori immersion early
childhood services about how they negotiate curriculum. It found that Kaupapa M5ori early
childhood settings have difficulties relating to and using Te Whariki. Centres therefbre use Te
Whariki in different ways and access other curriculum models. The study then sought to
explore ideas about what an indigenous Ao MSori early childhood curriculum might look like.
This involved interviews with people who have an understanding of indigenous Taranaki
knowledge. The study found that an indigenous Ao Maori worldview cannot and should not be
seen as a singular, universal concept. Individual iwi have their own existential explanations of
the world and the negotiation and re-construction of this local knowledge is a critical part of the
process of exploring an indigenous Ao Maori curriculum. It is, therefore incumbent on whdnau
of Kaupapa Maori early childhood settings to take responsibility for negotiating their own Ao
M6ori early childhood curriculum within a process of engagement and co-construction with
their wider context of whanau, hap[ and iwi. The study suggests some principles and concepts
with which Te Kopae Piripono might explore its own Ao Maori curriculum. These include the
concept of whakapapa as a framework for recognising, describing, and responding to children's
learning; and the use of atua dispositions in providing the dynamic detail of the authentic
documentation of children's learning. The study also raises questions about the impact that the
proposed legislating of Te Whariki might have on this indigenous re-construction of curriculum