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Being “sociocultural” in early childhood education practice in Aotearoa

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 ...

| Year published: 2010 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article

Te tuangi (the clam): A metaphor for teaching, learning and the key competencies

This article explores the shift from “essential skills” to “key competencies” in the school curriculum. Drawing on information gathered from teacher interviews and observations at a New Zealand...

| Year published: 2011 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article

How might teachers enrich children’s working theories? Getting to the heart of the matter

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...

| Year published: 2014 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article

A fantastical journey: Re-imagining Te Whāriki

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...

| Year published: 2018 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article

Creating a rich curriculum through intentional teaching

Early childhood curricula are designed to provide young children with a range of experiences and interactions in order to grow their knowledge, skills, and dispositions for learning. New Zealand...

| Year published: 2018 | Publication type: Journal article | Publisher: NZCER Press | Content type: Early Childhood Folio article

The literary curriculum and the denial of backgrounds

The “literary curriculum” seeks to make curriculum space legible. This requires denying that knowledge has backgrounds that cannot be made legible. Worse still, the attempt to make knowledge legible...

| Year published: 2006 | Publication type: Journal article | Publisher: NZCER Press | Content type: Curriculum Matters article

Mathematics education in the English and French contexts and the implications for New Zealand of a “Europeanised” curriculum

Though they are geographically close, England and France’s underlying philosophies regarding education and, for the focus of this paper, mathematics education, exhibit differences worth considering....

| Year published: 2006 | Publication type: Journal article | Publisher: NZCER Press | Content type: Curriculum Matters article

Towards an ethically-oriented curriculum: resisting the growth of instrumentalism

Instrumentalism is a growing disposition of thought in authorised curriculum theory. It is detrimental to education because it enfeebles the curriculum's ethical orientation. Instrumentalism reflects...

| Year published: 2005 | Publication type: Journal article | Publisher: NZCER Press | Content type: Curriculum Matters article

Who cares? Student's values and the mathematics curriculum

My aim in this article is to encourage educators to deeply consider the values of justice and care in curriculum design and delivery. To support this argument I describe interviews with 12 women who...