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Te Whāriki has two indicative learning outcomes: dispositions and working theories. The notion of dispositions has been explored extensively over the past few years, but the concept of working...
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The New Zealand early childhood curriculum, Te Whāriki, has a sociocultural emphasis. As a result it places importance on relationships with families, and the validation of children’s ...
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Recent demographic changes create new challenges for teachers in English-medium settings in early years education in Aotearoa New Zealand. Increases in the number of children learning in more than...
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Parent–teacher partnerships are critical to enacting the principles of Te Whāriki: relationships, family and community, empowerment, and holistic development. Our project used “funds of...
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Children are constantly trying to make sense of their world. Working theories—one of the key learning outcomes of Te Whāriki—are constructed, adapted, and enriched in children’s lives as...
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This article considers the potential of the recently “refreshed” Aotearoa New Zealand early childhood curriculum Te Whāriki, focusing on how the document responds to three serious concerns: the...
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Teachers’ pedagogical knowledge is often evident in mantra-like phrases that act as shortcut explanations for professional actions, or as principles of practice. Five key mantras for good practice in...
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Aotearoa New Zealand’s early childhood curriculum Te Whāriki includes the explanation that “A weaver weaves in new strands of harakeke or pandanus as their whāriki expands…” (Ministry of Education,...
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The revised version of Te Whāriki (2017) acknowledges children’s rights to exercise some agency in their own lives. This article responds by drawing on the author’s research in four spatially diverse...
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