TEACH200-19C (TGA)

Making Sense of and Exploring the World

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz
: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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To help teacher education students build pedagogical practice to be able to support ECE students to develop critical insights into how children make sense of their worlds. Children's engagement with various learning domains will be explored, and the role of the teacher examined.

The objectives of this paper are to help students to:

(a) recognise children's understandings about the physical and natural world, and how children construct their ideas as they make sense of this world through the lens of play;

(b) critically reflect on the role of the teacher when working with children with diverse learning needs.

This paper provides further opportunities for students to develop the skills, attributes and knowledge of the University of Waikato, Division of Education Graduate Profile, particularly those that relate to: building positive relationships and working collaboratively with children, families/whanau and colleagues; performing confidently in early childhood education settings; and systematically and critically engaging with evidence to reflect on and refine their professional practice of teaching. Students completing this paper also develop:

  • Standards for the Teaching Profession: 1.1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.4, 4.1, 4.2, 4.3, 4.4, 4.6, 5.1, 5.3, 5.4, 6.3, 6.4, 6.5.
  • Cultural competencies of wananga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tataiako: Cultural coompetencies for teachers of Maori learners. Specific competencies addressed in this paper are: W1, W3, W4, WH1, WH2, WH3, WH4, WH5, M2, M3, TW4, A1, A2, A3, A4.
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Paper Structure

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This paper is taught in weeks 9 to 41 of the University of Waikato calendar, between weeks 25th February and 7th October. The paper is a blended delivery and is taught face to face and online for Hamilton and Tauranga students.

This is a 15 credit paper and therefore involves 150 hours of workload in total.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Learning outcome 1:

    Demonstrate a critical understanding of learning domains including the arts, science, ICT, technology and mathematics in the context of play and the implementation of Te Whāriki.

    Linked to the following assessments:
  • Learning outcome 2:

    Critically reflect in the role of the teacher in relation to specific learning domains.

    Linked to the following assessments:
  • Learning outcome 3:

    Examine issues of inclusion and diversity in relation to opportunities for children in relation to engaging with specific learning domains.

    Linked to the following assessments:
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Assessment

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AssignmentWeightingLearning OutcomesStandardsTātaiako

Assignment 1a & 1b:

Article for an Early Childhood Journal with supporting maths resource

25%1, 2, 31.1, 2.1, 2.4, 3.2, 5.1, 5.3, 6.3, 6.4W4, WH4, WH5, A1, A2

Assignment 2:

Children's learning in a social context. Moodle discussion

20%1, 2, 33.1, 3.4, 5.3, 5.4, 2.1, 2.2, 2.3, 2.4W1, W4, WH1, WH2

Assignment 3:

Collaborative workshop: Science learning in ECE

20%1, 2, 33.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1M2, M3, A3, A4

Assignment 4:

Reflective learning and teaching art portfolio

35%1, 22.3, 2.4, 6.3, 6.4W1, W3, A1, A2, A3, A4
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment 1a and 1b: Article for an Early Childhood Journal
26 Apr 2019
4:00 PM
25
  • Online: Submit through Moodle
2. Assignment 2: Moodle Online Discussions
26 May 2019
4:00 PM
20
  • Online: Moodle Forum Discussion
3. Assignment 3: Collaborative workshop: Science learning in ECE
26 Jul 2019
4:00 PM
20
  • Presentation: In Class
4. Assignment 4: Reflective Learning and Teaching Arts Portfolio
4 Oct 2019
4:00 PM
35
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Clark, B., Grey, A., & Terreni, L. (Eds.). (2013). Kia Tipu te Wairua Toi - The arts in early childhood education. Auckland, NZ: Pearson.

Devereux, J. (2002). Developing thinking skills through scientific and mathematical experiences in the early years. In L. Miller, R. Drury & R. Campbell (Eds.), Exploring early years education and care), pp. 52-61. London, UK: David Fulton.

Plowman, L., & Stephen, C. (2005). Children, play and computers in pre-school education. British Journal of Educational Technology, 32(2), 145-157.

Archard, S.J.B., & Archard, S. (2015). A diversity of digital smartness: A case study of children's uses of information and communication technology in an early childhood education setting. In N. Wright & D. Forbes (Eds.), Digital smarts: Enhancing learning & teaching (pp 27-40). Hamilton, NZ: Wilf Malcolm Institute of Educational Research.

Other readings, some optional and some required, will be made available electronically via the Reading List for TEACH200. You can access these via the Reading List tab on Moodle or via the Reading Lists tab on the library homepage (https://www.waikato.ac.nz/library/ (https://www.waikato.ac.nz/library/)

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Online Support

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This paper is supported by an online Moodle site. Notices will be distributed through this site, and all assignments (except in class presentations) must be submitted through the site.

Each week the site will be updated with information about the week’s tutorial and any relevant information. You should check the class Moodle site on a regular basis.

Online web address: http://elearn.waikato.ac.nz/ or you can click on the Moodle link on the university home page.

You can use the online web site for general questions, for giving feedback on how things are going, and for contacting your tutor. Any issues can be discussed with your tutor or the paper convenor through the Private Conversation forum on the Moodle site.

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Workload

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This is a Level 2 paper worth 15 points towards your degree and University regulations stipulate an expected total workload of 150 hours. Students should engage with weekly tutorials and weekly discussions leaving an average expectation of 8 hours of 'out­-of­-class' work per week (for organisation of notes, additional reading, preparation of assignments, etc). Keep these expectations in mind, and organise your study time effectively.
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Linkages to Other Papers

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TEACH100
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Prerequisite(s)

Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme.

Corequisite(s)

Equivalent(s)

Restriction(s)

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