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1

NEW ZEALAND PERSPECTIVES ON EARLY CHILDHOOD EDUCATION: NĀKU TE ROUROU NĀU TE ROUROU KA ORA AI TE IWI

100%
Tesar M.
Pedagogický časopis (Journal of Pedagogy)
|
2015
|
vol. 6
|
issue 2
9 - 18
EN
This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.
2

New Zealand perspectives on early childhood education: Nāku te rourou nāu te rourou ka ora ai te iwi

100%
Tesar M.
Journal of Pedagogy
|
2015
|
vol. 6
|
issue 2
9-18
EN
This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.
3

Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

63%
Arndt S., Tesar M.
Journal of Pedagogy
|
2015
|
vol. 6
|
issue 2
71-86
EN
This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.
4

EARLY CHILDHOOD ASSESSMENT IN AOTEAROA NEW ZEALAND: CRITICAL PERSPECTIVES AND FRESH OPENINGS

63%
Arndt S., Tesar M.
Pedagogický časopis (Journal of Pedagogy)
|
2015
|
vol. 6
|
issue 2
71 – 86
EN
This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.
5

Re-negotiating an ethics of care in Kenyan childhoods

45%
Arndt S., Tesar M., Pupala B., Kaščák O., Mbugua T.
Human Affairs
|
2015
|
vol. 26
|
issue 3
288-303
EN
Childhoods in contemporary Kenya are entangled with discourses of care in a post-colonial landscape. Such imaginaries of childhoods through discourses of ‘care’ and ‘charity’ are well established through Western lenses. Another lens that is often enacted is the lens of de-commercialised, un-spoilt, pure and innocent childhoods in the Kenyan landscape. In this study, the authors utilize Nel Nodding’s concept of an ethics of care, and a feminist lens, to explore this binary of Western views through real experiences of childhoods. This paper provides an analysis of childhoods as lived experiences in Kenya, and challenges constructions of children/childhoods as vulnerable, based upon observations and interviews conducted in Kenya in the remote area of Kwale County.
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