TEPS757-18B (NET)

Communities of Learners

17 Points

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Te Kura Toi Tangata Faculty of Education
Te Oranga Human Development and Movement Studies

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: karen.harris@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: 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 or 9 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.
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Paper Description

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This paper is constructed as a virtual early childhood centre and throughout the 12 weeks we will explore a range of key ideas and theories that relate to our teaching teams within the centre. Through our collaborative participation we will explore some key theories and practices associated with Belonging - Mana Whenua (children and families' feelings of belonging) Contribution - Mana Tangata (opportunities for learning are equitable and each child's contribution is valued). In particular, the paper looks at the socio-cultural context of learning. You will be encouraged to integrate theories with practice through readings, online discussion and activities.

This paper provides further opportunities for students to develop the skills, attributes, and knowledge of the University of Waikato, Faculty 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 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 identified in this paper are standards 3a, 3c, 5a, 6a, 6b, 6c, 7a, 7b, 7c & 7d.
  • Cultural competencies of wananga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tataiako: Cultural competencies for teachers of Maori learners. Specific competencies addressed in this paper are: W1, W2, W4, WH1, WH3, WH4, WH5, M1, M2, M3, TW3, TW4, A1, A2, A3, A4.

Paper Review
Based on previous recent student feedback, the following adjustments have been made to the paper:
• Assignment 3 due date to be moved so that students receive feedback before going on practicum. The assignment briefing will also be moved to the beginning of the paper to reflect this change

Content

  • An exploration of the research, theory and practice related to social contexts for learning.
  • Reflection on working with children and applying guiding principles that are appropriately linked with ‘social competence’ and Te Whāriki.
  • An examination of the role of the educator in supporting children’s social development within early childhood programmes with particular reference to Mana Tangata and Mana Whenua.
  • A critique of stereotypes, prejudices and myths about family, whānau and community.
  • An exploration of legal, ethical and other issues related to empowerment as they relate to early childhood care and education.
  • An exploration and analysis of the definitions of whānau and community in relation to early childhood care and education.
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Paper Structure

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Paper facilitated via Moodle
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Demonstrate the capacity to identify theory and practice that supports children’s social development.
    Linked to the following assessments:
  • Demonstrate an understanding of theory and how it relates to policy and practice in early childhood education;
    Linked to the following assessments:
  • Demonstrate an understanding of, and the skills needed, to use teaching techniques that are appropriate for working with infants, toddlers and young children;
    Linked to the following assessments:
  • Demonstrate an awareness of the diverse nature of family/whānau and the ways in which family/whānau and early childhood programmes can develop authentic partnerships and facilitate children’s sense of belonging and contribution in society;
    Linked to the following assessments:
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Assessment

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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 1: Staff Room Conversation/Online Discussions
7 Oct 2018
No set time
30
  • Online: Moodle Forum Discussion
2. Assignment 2: Collaborative Development of a Social Competence Policy
31 Aug 2018
4:00 PM
30
  • Online: Submit through Moodle
3. Assignment 3: Mana Whenua – Relationship Resource
14 Sep 2018
4:00 PM
40
  • 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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  • MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice (2nd ed.). Frenchs Forest, N.S.W: Pearson Education Australia.

Students are also required to access readings electronically from the University of Waikato library. The APA references for these will be available in the supporting information area of each weekly topic. Any other readings will be provided as online links, or shared as part of the general class information online.

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Online Support

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All sources and discussion forums are accessed via Moodle
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Workload

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This paper has a credit value of 17 points. There will be a total of 170 learning hours.



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Linkages to Other Papers

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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEPS747

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