Paula Robinson and Claire Bartlett
Early Childhood Folio Vol. 15 No. 2 (2011)
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The authors of this article had been exploring the notion of continuity for an individual learner, and this led them to also explore the notion of continuity within the bigger picture. They provide an example of what they call a centre storyline: an ongoing project that developed over an extended period of time and across a number of experiences. They called this storyline “Stone Crazy”. The article analyses this storyline in terms of the relationship between an intentional teacher and an intentional learner.
Yvonne Smith, Keryn Davis and Sue Molloy
Early Childhood Folio Vol. 15 No. 2 (2011)
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In this article, Yvonne, a junior school teacher, describes how she decided to explore how key competencies could be integrated into the daily programme, and assessed, without creating extra workload for teachers. The article outlines how, with support from research co-ordinators Keryn and Sue, Yvonne developed a way in which she could document the learning of key competencies and the learning of the subject-related learning areas at the same time.
Brent Mawson
Early Childhood Folio Vol. 15 No. 1 (2011)
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A real challenge children face is how to successfully enter collaborative play that is already in progress. Some children achieve this with little trouble, while others struggle to be included. Through case studies of four children, this study explores the nature of participation strategies, and offers strategies for teachers to develop the play-joining abilities of less socially literate children.
Margaret Carr and Sally Peters
Early Childhood Folio Vol. 15 No. 2 (2011)
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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.
E. Jayne White
Early Childhood Folio Vol. 15 No. 1 (2011)
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This article examines the early childhood curriculum in action by looking at two oppositional forces that are at play: authoritative discourse (which is perceived as uncontestable) and internally persuasive discourse (which is open for debate). Unless challenged by knowledgeable teachers, authoritative discourse may dominate. When this occurs, there is little place for uncertainty (that is, “dust”)— significant parts of the curriculum may go underground (that is, get swept under the whāriki).
Hanin Hussain
Early Childhood Folio Vol. 15 No. 1 (2011)
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This article explores teaching games of chase in the early childhood curriculum. It identifies three areas of teacher involvement: (1) developing a framework for playing games, which prompts the teacher to create teaching strategies that consider both the value of and issues with games in early childhood; (2) engaging with children to explore the games together; and (3) reflecting on and discussing the teaching strategies used.
Kayte Edwards
Early Childhood Folio Vol. 15 No. 1 (2011)
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This article draws on recent research into early childhood teachers’ views on how they support children’s scientific learning. It identifies four strategies teachers used to increase their scientific knowledge base—learning from parents and children, learning from other teachers, learning with children and learning from outside sources such as books or the Web.
Alexandra C. Gunn and Nicola Surtees
Early Childhood Folio Vol. 15 No. 1 (2011)
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This article looks at the experiences of same-gender parents and their children when they encounter and challenge heteronormativity in early education settings. Drawing on a study that investigated how lesbians and gay men create and maintain family in contemporary New Zealand society, the article highlights the disparity between family experiences and inclusive legislation and policy and draws attention to practices that affirm these families’ diversity and protect their rights to full inclusion.
Andrea Wilson-Tukaki and Keryn Davis
Early Childhood Folio Vol. 15 No. 2 (2011)
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A research project in this early childhood centre investigated the (school) key competency relating to others. The teachers were particularly interested in this key competency because relationships, and the empowerment of children and families, had always been key concepts for the centre. In order to research their understanding of relationships they asked “What does relating look like for children here?” Staff collected Learning Stories about relating-in-action from the children’s portfolios.
Nadine Bashford and Claire Bartlett
Early Childhood Folio Vol. 15 No. 2 (2011)
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The authors work with infants and toddlers and had become interested in rethinking the language associated with learning dispositions in documented Learning Stories. They decided to develop a different language, one that better reflected their knowledge and understanding of under-2-year-olds and their learning. The teachers returned to the curriculum document, Te Whāriki, for the language, finding a “myriad” of words that described the actions and behaviour of infants and toddlers.
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