Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

Arndt, Sonja; Tesař, Marek

doi:10.1515/jped-2015-0014

Cited by 20 publications

(17 citation statements)

References 15 publications

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“…The use of specialised vocabulary in planning, reporting and informal debates with other teachers is reflective of outcomes/performance-based attitudes towards the function of early years education (Potsi 2014). These understandings of early years teachers' professional identities are different from other countries, where outcomes/performance-based attitudes are largely rejected in early years teacher professional discourses (Arndt and Tesar 2016a;Mclachlan, Fleer, and edwards 2010), and the focus is on promoting everyday inclusive language and relationships.…”

Section: Qualifications Identities and Tensionsmentioning

confidence: 83%

Teachers’ voice, power and agency: (un)professionalisation of the early years workforce

et al. 2016

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This article examines Slovak early years teachers' concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers' sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a groundup approach to self-governance within the early years teacher workforce. We analyse teachers' discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article concludes with the suggestion that teacher attitudes, power and agency are impacted in unpredictable ways by the policy landscape.

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Section: Qualifications Identities and Tensionsmentioning

confidence: 83%

Teachers’ voice, power and agency: (un)professionalisation of the early years workforce

et al. 2016

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“…Su currículum de infantil de 1996 (Ministry of Education of New Zealand -Te Tahuhu o te Matauranga, 1996) es considerado uno de los primeros del mundo en enfocar la biculturalidad e incluir a la cultura indígena al mismo nivel que la cultura occidental. En los últimos años aparecieron diversas voces criticando que no se hubiera realizado ninguna modificación en los últimos veinte años a pesar de los múltiples cambios que ha sufrido la sociedad contemporánea (Arndt & Tesar, 2015; Ministry of Education of New Zealand -Te Tahuhu o te Matauranga, 2017). En respuesta, el Ministerio de Educación solicitó un informe en 2014 y creó una comisión.…”

Section: Orígenes Desarrollo Histórico Y Problemática De La Pedagogíunclassified

De Finlandia a Nueva Zelanda. Las artes en educación infantil

Oliver

2020

Arte Individ. Soc.

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En este artículo se analiza y compara el tratamiento de la educación artística en los currículums de Educación Infantil de Finlandia y Nueva Zelanda/Aotearoa, dos currículums internacionalmente reconocidos. Nuestro objetivo es examinar los puntos en común de estos dos currículums con vistas a identificar buenas prácticas en la elaboración de un currículo artístico en la primera infancia. Para ello se realiza un análisis documental mixto, utilizando una aproximación comparativa en base a dos constructos que parten de nuestro marco teórico: lugar del arte en la estructura curricular y el sentido de la educación artística. Los resultados señalan en primer lugar que el arte y la cultura ocupan un papel claro, relevante y transversal en los currículums, en segundo lugar muestran una diversidad de argumentos que justifican la educación artística, pero todos coherentes bajo un paradigma socioconstructivista que pretende una sociedad más justa; en tercer lugar indican la necesidad de adaptar el currículum al contexto y a la cultura local, y en cuarto y último lugar una ligera apertura hacia nuevas disciplinas artísticas como circo o audiovisuales.

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“…Governed by regulatory structures, for example, of curriculum, international, national and local policy, cultural diversity remains widely seen as problematic in early childhood education. This is especially so when viewed against the backdrop of international benchmarks and measurements that remain driven by the dominant neoliberal agenda (Arndt and Tesar, 2015; Kelsey, 2015; Smith and Campbell, 2018; Springer, 2016). Many have examined the common problem of cultural, linguistic and racial diversity in early childhood education, which remains without a ‘solution’ (Baldock, 2010; Lee and Yelland, 2018; Souto-Manning et al., 2018), despite research arguing for particular ways of working with young children who come from diverse backgrounds (Cherrington and Shuker, 2012; Mitchell, Ouko and University of Waikato, 2010; Robinson, and Jones-Diaz, 2016).…”

Section: Experiences and Attitudesmentioning

confidence: 99%

Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

Cited by 20 publications

References 15 publications

Teachers’ voice, power and agency: (un)professionalisation of the early years workforce

Teachers’ voice, power and agency: (un)professionalisation of the early years workforce

De Finlandia a Nueva Zelanda. Las artes en educación infantil

Editorial: The #YearOfWelcome: Shifting attitudes, policy and practice in education?

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