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Teaching is a highly complex and political endeavour, and as teachers we need to be courageous as we support children to make sense of the increasingly complex and diverse societies that we live in....
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This article draws on a small survey of Auckland-area early childhood services to explore “tree climbing as curriculum”. As well as considering how health and safety issues are understood and managed...
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An emphasis on critical thinking, a questioning of taken for granted assumptions, and rights-based thinking are framings for many of the articles in this issue.
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All the articles in this edition have implications for inclusive teaching and learning practice. Each suggests some ways to make visible and understand the knowledge residing in...
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Te Whāriki has two learning outcomes: dispositions and working theories. The concept of dispositions has been developed much more fully, while working theories has tended to be the “neglected sibling...
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This article reviews the literature on the play-based curriculum, which is characterised by tension and debate. It aims to present the literature in a simplified and accessible way, suggesting it can...
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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...
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