TEACH301-21A (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)

: lynda.brahne@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 in this paper are: W1, W4, W2, WH1, WH3, WH4, M1, M5, TW1, TW4, A1, A4.
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Paper Structure

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The paper is taught from the week commencing 1 March to the week commencing 21 June, and teaching will be blended with a mix of face-to-face on the campus and online classes.

Class interaction will involve interactive sessions and discussion forums in Moodle, the Learning Management System used at the
University of Waikato. A number of texts, required readings and audiovisual resources will be used to expand on globally and locally important contemporary issues in early childhood education in this paper.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Identify and critically engage with a range of contemporary issues and articulate concerns arising in relation to teaching/learning and the education sector
    Linked to the following assessments:
    Literature review: Critical discussion on a contemporary issue in ECE (1)
    Essay: Design a research topic and identify impacts and implications (2)
  • Critically examine a selected local or global contemporary issue, with reference to relevant literature and theories
    Linked to the following assessments:
    Literature review: Critical discussion on a contemporary issue in ECE (1)
    Essay: Design a research topic and identify impacts and implications (2)
    Presentation for parents/whānau, staff, management or politicians (3)
  • Consider and discuss pedagogical implications of the selected local or global contemporary issue from diverse positions, including ethical, political, social and cultural perspectives
    Linked to the following assessments:
    Essay: Design a research topic and identify impacts and implications (2)
    Presentation for parents/whānau, staff, management or politicians (3)
  • Position themselves personally and professionally in relation to the selected local or global contemporary issue
    Linked to the following assessments:
    Literature review: Critical discussion on a contemporary issue in ECE (1)
    Essay: Design a research topic and identify impacts and implications (2)
    Presentation for parents/whānau, staff, management or politicians (3)
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Assessment

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Three assessment components are designed to evaluate students' attainment of the set learning outcomes and to ensure that students can reliably demonstrate an understanding of main theoretical concepts at the end of the course.

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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: Critical discussion on a contemporary issue in ECE
12 Apr 2021
11:30 PM
35
  • Online: Submit through Moodle
2. Essay: Design a research topic and identify impacts and implications
7 May 2021
11:30 PM
40
  • Online: Submit through Moodle
3. Presentation for parents/whānau, staff, management or politicians
26 May 2021
No set time
25
  • 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 below 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

Giroux, H.A. (2020). On Critical Pedagogy. London: Bloomsbury Academic. Retrieved February 4, 2021, from http://dx.doi.org.ezproxy.waikato.ac.nz/10.5040/9781350145016

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 the 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 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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All lectures and support information will be posted on the course Moodle site.
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Workload

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This paper has a credit value of 15 points which equates to a total of approximately 150 learning hours. You need to be regularly reading and working on assignments when not in class. Remember that taking on extra employment is likely to put your study at serious risk. We recommend no more than 10 hours of part-time work per week. Attendance is class is vital as it is only through participating and listening to others that your understanding is deepened. It also demonstrates your commitment to the profession, which is a competency that is required for meeting the standards for graduating.

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Linkages to Other Papers

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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEPS211

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