Crossing the border has been written for early childhood education and primary school teachers who are interested in the tr
E-book version available October 2012.
Literacy and numeracy have been receiving increasing attention in New Zealand in recent years. This paper discusses how early childhood practitioners might respond to current initiatives in the area of numeracy. Suggestions are offered for fostering early numeracy in ways that are consistent with the early childhood curriculum Te Whāriki, utilising an approach that focuses on children’s learning dispositions, while extending each child’s range of mathematical contexts, purposes and skills.
With a focus on dispositions and affordances, Sally Peters considers some of the dominant theoretical ideas about transition, including maturational readiness, “filling the gaps”, scaffolding the process, and looking at the big picture.
Author(s):
Margaret Carr and Sally Peters
It is with great pleasure that we write an introduction to this special issue of the Early Childhood Folio on key learning competencies across place and time. Publication of these working papers (adapted and edited for the Early Childhood Folio) from a Teaching and Learning Research Initiative (TLRI) project means they will now be widely available for teachers. These are articles by teachers for teachers.
Author(s):
Sally Peters, Tracey Hooker, Sue Biggar, and Frances Bleaken
In home-based early childhood networks, co-ordinators play a key role in supporting educators to provide quality education for children. This article investigates what co-ordinators can do to effectively support educators to enhance their work with children, including providing supportive advice and on-the-job training.
Author(s):
Sally Peters, Carol Hartley, Pat Rogers, Jemma Smith and Margaret Carr
From 2005–8 the Mangere Bridge Kindergarten Centre of Innovation research project investigated the transition between early childhood education and school. The research team developed and researched a range of strategies for supporting children’s learning as the children and their families “crossed the border” from early childhood education to school. This article summarises some of the key findings from the project.
Author(s):
Sally Peters and Lesley Rameka
How can we grow rich, authentic mathematics in early childhood settings? This article focuses on a framework, Te Kākano (the seed), which is a metaphor for growing rich mathematics. Te Kākano is set out in Book 18 of Kei Tua o te Pae and is now central to a new early childhood resource, Te Aho Tukutuku: Early Mathematics, to be published in 2010. This article expands on the background material in Te Aho Tukutuku: Early Mathematics, giving further insight into the collective thinking and theoretical ideas behind the Te Kākano approach.
With a focus on dispositions and affordances, Sally Peters considers some of the dominant theoretical ideas about transition, including maturational readiness, “filling the gaps”, scaffolding the process, and looking at the big picture.
Author(s):
Sally Peters, Carol Hartley, Pat Rogers, Jemma Smith and Margaret Carr
From 2005–8 Mangere Bridge Kindergarten carried out a Centre of Innovation research project exploring the transition between early childhood education and school. Three teacher researchers, supported by two university research associates, developed and researched a range of strategies for supporting children’s learning as the children and their families “crossed the border” between sectors. This article summarises some of the key findings from the project and provides insights into the ways in which the transition to school can be supported.
