An examination of how responsive, reciprocal and respectful relationships are integral to the pedagogical practices of an early childhood teacher in inclusive settings.
Students will critically reflect on how relationships contribute to professional and pedagogical practice in inclusive early childhood settings. There will be a particular focus on examining practices that facilitate all children's learning using the curriculum framework of Te Whaariki.
|Paper title||Relationships and the Practice of Teaching|
|Points||18 points 18 points|
|Teaching period(s)||1st Non standard period (19 February 2018 - 16 November 2018), 1st Non standard period (19 February 2018 - 16 November 2018)|
|Domestic Tuition Fees (NZD)||$829.65|
|International Tuition Fees (NZD)||$3,656.70|
- All of: EDCR 101, EDCR 102, EDPR 101, (EICT 198 or EICT 199), (ELIT 198 or ELIT 199), (EMAT 197 or EMAT 198)
- Pre or Corequisite
- EDCR 201 and EDCR 202
- EDUE 221
- Limited to
- BEdSt, BTchg
- (i) With approval from the Dean of the College of Education, the EICT, ELIT and EMAT prerequisites may be waived for students with equivalent passes. (ii) Early Childhood Education students only.
- Dr Michael Gaffney, email@example.com
- Teaching staff
- Dr Michael Gaffney (Dunedin)
Mary O'Rourke (Southland)
- Paper Structure
- Professional relationships in early childhood
- Responsive, reciprocal and respectful relationships
- Models of reflection - focusing on the interpersonal
- Inclusion and diversity
- Incorporating te reo MÄori
- What this means in the context of Te WhÄriki
- Sociocultural assessment
- Showing continuity
- Positive guidance
- Environments that include all children
- Required Texts:
- Ministry of Education, (2017). Te Wh?üriki: He wh?üriki m?ütauranga m?ì ng?ü mokopuna o Aotearoa: Early childhood Curriculum. Wellington, New Zealand: Author.
- Grey, A. & Clark, B. (2013). Transformative teaching practices in early childhood education. Ng?ü hurihanga ako k?½ hungahunga. Auckland: Pearson.
- MacNaughton, G. & Williams, G. (2009). Techniques for teaching young Children: Choice for theory and practice (3rd ed.). French Forest, NSW 2086: Pearson.
- O'Connor, A. & Diggins, C. (2002). On reflection: reflective practice for early childhood educators. Wellington, New Zealand: Open Mind Publishing.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking,
Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
- Learning Outcomes
- To critically reflect on how relationships contribute to professional practice in early childhood.
- To critically examine pedagogical practices in inclusive early childhood settings.
- To explore strategies for increasing the complexity of children's learning using the framework of Te WhÄriki.
- To integrate te reo me ngÄ tikanga MÄori into pedagogical practice.