Making Sense of and Exploring the World
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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.
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.
Students who successfully complete the course should be able to:
Learning outcome 1:
Demonstrate a critical understanding of integrating learning domains including science, technology, engineering, environmental education, the arts and mathematics (STEEAM) in the context of play based learning and the implementation of Te Whāriki.Linked to the following assessments:
Learning outcome 2:
Critically reflect on the role of the teacher in relation to specific learning domains and their integration.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 and their integration.Linked to the following assessments:
STEEAM Article for an Early Childhood Journal Article
|25%||1, 2, 3||1.1, 2.1, 2.4, 3.2, 5.1, 5.3, 6.3, 6.4||W4, WH4, WH5, A1, A2|
Children's STEEAM learning in social contexts. Moodle discussions
|20%||1, 2, 3||3.1, 3.4, 5.3, 5.4, 2.1, 2.2, 2.3, 2.4||W1, W4, WH1, WH2|
Collaborative storytelling: Shadow puppets in ECE
|25%||1, 2, 3||3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1||M2, M3, A3, A4|
Reflective learning and teaching art portfolio
|30%||1, 2||2.3, 2.4, 6.3, 6.4||W1, W3, A1, A2, A3, A4|
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.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Assignment: STEEAM Article for an Early Childhood Journal||
4 May 2020
|2. Assignment 2: Moodle Online Discussions||
5 Jun 2020
|3. Assignment 3: Collaborative storytelling: Shadow puppets in ECE||
14 Aug 2020
|4. Assignment 4: Reflective Learning and Teaching Arts Portfolio||
9 Oct 2020
Required and Recommended Readings*
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/)
Clark, B., Grey, A., & Terreni, L. (Eds.). (2013). Kia Tipu te Wairua Toi - The arts in early childhood education. Auckland, NZ: Pearson.
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.
Linkages to Other Papers*
Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme.