The purpose of education today

McLeod, Naomi; Giardiello, Patricia

doi:10.4324/9781315143729-3

Cited by 1 publication

(3 citation statements)

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“…This curriculum has been recognised globally for its bicultural framework and the way it offers key principles for curriculum development but does not prescribe a particular approach. Each setting weaves their own curriculum and pedagogical approach based on the philosophical, cultural and theoretical ideas they prioritise (Giardiello et al, 2019). This has enabled ECE teachers in Aotearoa/New Zealand to choose to incorporate IBPL into their teaching.…”

Section: Approaches To Inquiry-based Project Learningmentioning

confidence: 99%

“…In Aotearoa/ New Zealand, inquiry-based pedagogy has been strongly influenced by the pedagogical ideas of Reggio Emilia, and the Project Approach (Mawson, 2010;Pohio, 2013). Whilst McLeod and Giardiello (2019) highlight that these ideas can provoke teachers to reconceptualise their images of childhood and teaching and learning, it has also been argued that transplanting pedagogical ideas from one place to another without critical examination, may overshadow the values and priorities of the new context and localised theories, philosophies and approaches, including bi-cultural curriculum (Alcock & Ritchie, 2018).…”

Section: Approaches To Inquiry-based Project Learningmentioning

confidence: 99%

“…Even the youngest of children can understand their environments and their roles within them by developing skills in response to real-world questions and interests (Hogan et al, 2020;Rockel, 2010). McLeod and Giardiello (2019) however, warn that childhood should not be viewed as preparation for the future, but that the child should be situated as 'being', present in their own place and time. These authors assert "if children are always viewed as being in preparation for the next developmental stage of life, any one moment or phase in its own right is devalued" (p. 24).…”

Section: Introductionmentioning

confidence: 99%

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Inquiry-based project learning as an approach to foster wellbeing, sustained focus, and bi-cultural practice in early childhood education

Probine,

Perry,

Alderson

et al. 2023

Australasian Journal of Early Childhood

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Rapid technology advancements and global responses to sustainability have had a transformational impact on education in the 21st century. As early childhood teachers in Aotearoa/New Zealand respond these challenges, many have recognised the potential inquiry-based project learning (IBPL) has to transform learning for children through empowering them to discover answers through collaboration, representation, reflection and dialogue. This paper explores a current research project in Aotearoa/New Zealand examining how early childhood teachers have interpreted global and local discourses on IBPL and how this impacts children’s learning. The research utilised narrative inquiry to examine the experiences of six early childhood communities using this approach. The study found that IBPL contributes to environments of wellbeing and sustained focus for both children and teachers when relationships and time are prioritised and inquiries are focused on place, and that this approach can create pathways for early childhood teachers to enact rich bi-cultural practice.

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Section: Approaches To Inquiry-based Project Learningmentioning

confidence: 99%