Understanding the Te Whariki Approach (Understanding the… Approach)

Understanding the Te Whāriki Approach is a much–needed source of information for those wishing to extend and consolidate their understanding of the Te Whāriki approach, introducing the reader to an innovative bicultural curriculum developed for early childhood services in New Zealand. It will enable the reader to analyse the essential elements of this approach to early childhood and its relationship to quality early years practice. Providing students and practitioners with the relevant information about a key pedagogical influence on high quality early years practice in the United Kingdom, the book explores all areas of the curriculum, emphasising:   strong curriculum connections to families and the wider community;    a view of teaching and learning that focuses on responsive and reciprocal relationships with people, places and things;   a view of curriculum content as cross-disciplinary and multi-modal;   the aspirations for children to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society;   a bicultural framework in which indigenous voices have a central place.  Written to support the work of all those in the field of early years education and childcare, this is a vital text for students, early years and childcare practitioners, teachers, early years professionals, children’s centre professionals, lecturers, advisory teachers, head teachers and setting managers.

Understanding the Te Whariki Approach: Early years education in practice (Understanding the… Approach)

Education & Teaching

Lee, Wendy

Carr, Margaret

Soutar, Brenda

Mitchell, Linda

Schools & Teaching

Routledge

Assessment in Early Childhood Settings

This book shows that an early childhood setting can be described as a learning place in which children develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem-solving. These dispositions provide the starting point for life-long learning. The author asks: How can we assess and track children′s learning in the early years in a way that includes learning dispositions and avoids the pitfalls of over-formal methods, whilst being helpful for practitioners, interesting for families, and supportive for learners? The book · describes a way of assessment that stays close to the children′s r

Assessment in Early Childhood Settings: Learning Stories

Business & Money

Education & Reference

Sage Publications Ltd.

Learning Stories: Constructing Learner Identities in Early Education

Margaret Carr′s seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new book, the authors outline the philosophy behind Learning Stories and call on the latest findings from the research projects they have led with teachers on learning dispositions and learning power to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment and narrative inquiry, this book contextualizes learning stories as a philosophical approach to education, learning and pedagogy. Chapters explore how Learning Stories: " help make connections with families; " support the inclusion of children and family voices; " tell us stories about babies; " allow children to dictate their own stories; " can be used to revisit children′s learning journeys; " can contribute to teaching and learning wisdom. This ground-breaking book expands on the concept of Learning Stories, and includes examples from practice in both New Zealand and the UK. It outlines the philosophy behind this pedagogical tool for documenting how learning identities are constructed, and shows through research evidence why the early years is such a critical time in the formation of learning dispositions. Margaret Carr is a Professor of Education at the University of Waikato, New Zealand. Wendy Lee is Director of the Educational Leadership Project, New Zealand.

Young Children Visit Museums (Rethinking Education)

Butler, Shelley

Clayton, Leanne

Cowie, Bronwen

Clarkin-Phillips, Jeanette

Reference

Understanding the Te Whariki Approach: Early years education in practice

Taylor&Francis

Learning Stories in Practice

Featuring a variety of examples of real-life learning stories from around the world, Learning Stories in Practice by Margaret Carr and Wendy Lee provides clear, practical advice on how to initiate and create learning stories and why they are valuable. The authors show readers how to write stories that capture the excitement of each young child’s journey through the early years and how to develop a deep professional understanding of the learning that takes place during this time in their lives.

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Books by Carr, Margaret