TEACH301-20A (HAM)

Contemporary Issues in Early Childhood Education

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz

Placement/WIL 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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Through this paper you will critically analyse a range of contemporary issues in early childhood education, and apply your learning to the role of the early childhood teacher in Aotearoa/New Zealand. Students will explore the research, theory and practice related to the following:

  • a selection of social, cultural, historical and political issues within the field of early childhood care and education, and
  • the implications of a commitment to bicultural development in early childhood education.

You will be asked to play an active part in researching and presenting a contemporary issue of your choice.

Students completing this paper will develop their:

  • Graduating Teacher Standards of professional knowledge, professional practice and professional values and relationships as outlined in the Graduating Teacher Standards Aotearoa New Zealand. Specific standards addressed in this paper are standards 3, 5, 6, 7.
  • Cultural competencies of Wānanga, Manaakitanga, Tangata Whenuatanga and Ako as outlined in Tātaiako: Cultural Competencies for teachers of Māori learners.
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Paper Structure

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This paper is taught face-to-face and online. It is supported online through Moodle.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Identify, research and critically examine a range of globally important contemporary issues in early childhood education relevant to Aotearoa New Zealand

    Linked to the following assessments:
  • Understand and explain the relevance of contemporary issues to work as practising teachers in an Aotearoa New Zealand
    Linked to the following assessments:
  • Explain and advocate for positive change about a contemporary issue to a selected audience
    Linked to the following assessments:
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Assessment

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Assignment 1:Literature Review: Self-chosen topic related to a paper theme

Weighting:35%

Due: 5 April by end of day

Length:1500 words (approx.)

Write a literature review on a contemporary issue for early childhood education in Aotearoa New Zealand. Course time will be spent in discussing your personal interests and how these might effectively translate into a literature review.The topic should relate well to issues covered in the paper, and is intended to give you opportunity to canvass a number of relevant readings and then discuss and critique them thematically within the context of a literature review.

Suggested topics include:

Biculturalism in practice; multiculturalism in a bicultural society; The child as citizen – implications for pedagogy; Policy directions in the Strategic Plan for Early Learning; inclusion and disability; ICT and pedagogy; advocacy and ethics; or a topic of your choice.

Marking criteria

  • Evidence of research and references made to three or more academic publications to justify your arguments.
  • Constructed in line with recommendations in library resource Write a literature review: For undergraduates https://www.waikato.ac.nz/library/study/guides/literature-review-undergraduates/
  • Well structured and clearly argued and substantiated.
  • Accurate APA in text referencing used throughout the essay and on reference list.

Assignment 2: Essay. Designing a research topic and question/s on a contemporary issue

Weighting: 35%

Due: 3 May by end of day

Length: 1500-1800 words

Write an essay exploring a research topic on a contemporary issue in early childhood education in Aotearoa New Zealand, explaining why it is important and introducing main question/s that could be addressed through research. Justify the topic and questions through reference to academic publications, linkages to Te Whāriki. and implications for teachers in Aotearoa New Zealand. The topic could be the same as was considered in Assignment 1.

Course time will be given in class for you to discuss your readings and identify a research topic and question/s for this essay. The topic and question/s should relate well to an issue covered in the course.

Marking criteria

  • Research topic and question/s clearly stated and justified
  • Linkages made to relevant literature including Te Whāriki and a bi-cultural perspective
  • Visible reflection on the role of the teacher/implications for teachers
  • Evidence of research and references made to readings and other sources throughout the essay.
  • Well structured and clearly argued and substantiated.
  • Accurate APA in text referencing used throughout the essay and on reference list.

Assignment 3:PowerPoint presentation for families/whānau, teaching staff, management and/or politicians

Weighting: 30%

Due: Powerpoint due 18 May. Presentation in last three weeks of course

Length:20 slides max (approx. 15-20 minutes)

A presentation that outlines some key ideas related to a contemporary issue or topic, and advocates for a way to progress positive change. The presentation should be directed to an audience of parents/ whānau, teaching staff, management and/or politicians.

Marking criteria

  • Clarity of ideas presented
  • Professional technical standard of presentation
  • Stimulation of class discussion around the contemporary issue raised
  • Usefulness as an educational resource for parents/whānau, staff, management and/or politicians.
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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. Literature review. Self-chosen topic related to a theme
5 Apr 2020
No set time
35
  • Online: Submit through Moodle
2. Essay: Design a research topic and identify implications
3 May 2020
No set time
35
  • Online: Submit through Moodle
3. Presentation for parents/whānau, staff, management or politicians
25 May 2020
No set time
30
  • Online: Submit through Moodle
  • Presentation: In Class
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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There are no required readings. However the following book is highly recommended for purchase: Gunn, A.C. & Nuttall, J. (Eds.) (2019), Weaving Te Whāriki, Aotearoa New Zealand's early childhood curriculum document in theory and practice (3rd ed.) Wellington, New Zealand: NZCER Press.
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Recommended Readings

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Readings will be provided in the Readings List, as online links, or shared as part of the general class information online.The Readings list is a starting point only.

Social context of childhood

Bennett, J. (2006). New policy conclusions from Starting Strong 11. An update on the OECD early childhood policy reviews. European Early Childhood Education Research Journal, 14(2), 141-156.

Mitchell, L., & Meagher-Lundberg, P. (2017). Brokering to support participation of disadvantaged families in early childhood education. British Educational Research Journal. doi:10.1002/berj.3296

Siraj-Blatchford, I. (2010). Learning in the home and at school: How working class children 'succeed against the odds'. British Educational Research Journal, 36(3), 463-482.

Policy

Early Years Research Centre. (2019). Early Years Research Centre submission on strategic plan for early learning. Retrieved from https://www.waikato.ac.nz/wmier/early-years-research/what-are-we-thinking-about

May, H. (2019). Politics in the playground (Revised ed.). Dunedin, New Zealand: Otago University Press.

May, H., & Mitchell, L. (2009). Strengthening community-based early childhood education in Aotearoa New Zealand. Wellington, New Zealand: NZEI Te Riu Roa. Retrieved from http://www.nzare.org.nz/portals/306/images/Files/May%20and%20Mitchell%20(2009)%20Report_QPECE_project.pdf

McLachlan, C., Cherrington, S., Aspden, K., & McLaughlin, T. (2018). Defining quality in a divided sector: A review of policy and practice in early childhood settings in New Zealand from 2008 to 2018. New Zealand Annual Review of Education, 23, 111-125.

Ministry of Education. (2019). He taonga te tamaiti. Every child a taonga. Early learning action plan 2019-2029. Retrieved from https://conversation-space.s3-ap-southeast-2.amazonaws.com/SES_0342_ELS_10YP_Final+Report_Web.pdf

Mitchell, L. (2020). Turning the tide on for-profit provision in early childhood education. New Zealand Annual Review of Education, 24, 78-91.

Moss, P. (2013). Beyond the investment narrative. Contemporary Issues in Early Childhood, 14(4), 370-372.

Woodrow, C. and Press, F. (2018), The privatisation/marketisation of ECEC debate: social versus neoliberal models, The Sage Handbook of Early Childhood Policy, Sage 9781473926578.

Biculturalism

Durie, M. (2001, 24 February). A framework for considering Maori educational advancement. Opening address. Paper presented at the Hui Taumata Matauranga, 24 February, Turangi/Taupo.

Penetito, W. (2009). Place-based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18, 5-29.

Rameka, L. (2018). A Maori perspective of being and belonging. Contemporary Issues in Early Childhood, 19(4), 367-378.

Reedy, T. (2019). Tōku Rangatiratanga nā te Mana Mātauranga: "Knowledge and Power Set Me Free . . .". In A. C. Gunn & J. Nuttall (Eds.), Weaving Te Whāriki, Aotearoa New Zealand's early childhood curriculum document in theory and practice (3rd ed., pp. 25-44). Wellington, New Zealand: NZCER Press.

Ritchie, J., & Skerrett, M. (2019). Frayed and fragmented: Te Whariki unwoven. In A. C. Gunn & J. Nuttall (Eds.), Weaving Te Whariki. Aotearoa New Zealand's early childhood curriculum document in theory and parctice (3rd ed., pp. 73-90). Wellington, New Zealand: NZCER Press.

Interculturalism

Cooper, M., Hedges, H., Lovatt, D., & Murphy, T. (2013). Responding authentically to Pasifika children's learning and identity development. Early Childhood Folio, 17(1), 6-11.

Guo, K., & Dalli, C. (2016). Belonging as a force of agency: An exploration of immigrant children's everyday life in early childhood settings. Global Studies of Childhood, 6(3), 254-267.

Mitchell, L., & Bateman, A. (2018). Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 19(4), 379-391. doi:https://journals.sagepub.com/doi/10.1177/1463949118781349

Vandenbroeck, M., Roets, G., & Snoeck, A. (2009). Immigrant mothers crossing borders: nomadic identities and multiple belongings in early childhood education. European Early Childhood Education Research Journal, 17(2), 203-216.

Inclusion and disability

Macartney, B. (2019). Moving Te Whāriki from rhetoric to reality for disabled children and their whānau in early childhood. In A. C. Gunn & J. Nuttall (Eds.), Weaving Te Whāriki, Aotearoa New Zealand;s early childhood curriculum document in theory and practice (3rd ed., p.119-134). Wellington, New Zealand: NZCER Press.

Sharma, S., & Hamilton, C. (2019). Understanding ableism: A teaching and learning tool for early childhood education practitioners. Early Childhood Folio, 23(2), 9-13.

Advocacy

Fenech, M., Sumsion, J., & Shepherd, W. (2010). Promoting early childhood teacher professionalism in the Australian context: the place of resistance. Contemporary Issues in Early Childhood, 11(1), 89-105.

Kamenarac, O. (2019). Who am I as an early childhood teacher? Who would I like to be? Early Childhood Folio, 23(1), 10-15.

Mitchell, L. (2019). Influencing policy change through collective action. In L. Mitchell, Democratic policies and practices in early childhood education (pp. 109-124). Singapore: Springer Nature.

Wells, C. (1999). Future Directions: Shaping early childhood policy for the 21st century - a personal perspective. In I. Livingstone (Ed.), New Zealand Annual Review of Education (Vol. 8:1998, pp. 45-60). Wellington: School of Education, Victoria University of Wellington.

Woodrow, C., & Busch, G. (2008). Repositioning early childhood leadership as action and activism. European Early Childhood Education Research Journal, 16(1), 83–93. https://doi.org/10.1080/13502930801897053

Constructions of childhood

Langford, R. (2010). Critiquing child-centred pedagogy to bring children and early childhood educators into the centre of a democratic pedagogy. Contemporary Issues in Early Childhood, 11(1), 113-127.

Smith, A. B. (2016). Children's rights. Towards social justice. New York, NY: Momentum Press.

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Online Support

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Please see Moodle space for additional information
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Workload

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This paper runs from Monday 2 March 2020,

It has a credit value of 15 points which equates to a total of approximately 50 learning hours.

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Linkages to Other Papers

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Prerequisite(s)

Prerequisite papers: TEEDU101, TEACH101, TEEDU200 and TEACH201.

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEPS211

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