Pressures on ECE

“…many practitioners feel responsible for and justify their implementation of school-based curriculum, arguing that whanau/families request ‘reading, writing and maths’ and ‘preparation for school’. Although Carr and May (1999) are outspoken about Te Whariki‘s focus away from subject-specific curriculum, many early childhood practitioners in the field promote isolated ‘pre-school’ activities, sometimes only because there is a perceived rather than a real pressure from parents to do so. [Hill explains that such concerns drive many practitioners away from the context of play-based learning and Goal 1 of the Exploration strand, in which it is stated that ‘children experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognised’ (Te Whariki, p84)]…How can practitioners who are steeped in ‘ages and stages’, who set out ‘areas of play’ according to traditional and developmental guidelines and who respond uncritically to family concerns and issues of schooling make sense of such requests?” (25)

Hill asks: “Might addressing (rather than resisting) the complex interface between Te Whariki and the school curriculum allay family concerns about their young children’s future success within the school system and through life?” (25)

Ref: Diti Hill (2005) Curriculum: Challenges of context and complexity in early childhood settings. The First Years: Nga Tau Tuatahi. New Zealand Journal of Infant and Toddler Education, 7(1), 21-26

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About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
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