Te Whāriki (Ministry of Education [MoE], 1996), the early childhood curriculum of Aotearoa New Zealand underpins a range of developmental theories; which in turn, contributes to the quality in early childhood education and care. This essay will examine the socio-cultural and ecological perspective of child development in respect of quality and care in the early childhood sector of education in Aotearoa New Zealand.
The socio-cultural perspective of child development underpins the notion that children are capable, and the educator’s role is to facilitate them in their learning through scaffolding only at the time of need (Lim, & Genishi, 2010; MacNaughton & Williams, 1999). The socio-cultural perspective of child development was developed by …show more content…
It empowers the child to take lead in his learning, thus creating his identity and making sense of the world. In addition, it empowers the parents to form partnership with the early childhood educators and contribute to their child’s learning, through their feedback on the learning stories of their child, daily communication, and much more. Furthermore, Te Whāriki (MoE, 1996) empowers the educators to play an active role in forming social justice by social justice, equity and equality by acknowledging and valuing children’s voice and fostering his agency (Colegrove & Adair, 2014); collaboration with parents- funds of knowledge of the child as they possess the in-depth knowledge about the culture and heritage of the child (Cooper & Hedges, 2014); creating transformative learning that fosters developmentally and culturally appropriate practice; and working with the wider community, furthermore, advocating for the rights of the child at the time of need. Thus, practice their craft of learning and teaching and weaving their own unique whāriki (Alvestad, Duncan & Berge, …show more content…
For instance, the Meade Report (1988) based “appropriate staff/child ratio, appropriate group size, appropriate caregiver qualifications” and so forth, as the components of quality (as cited in Dalli, et.al., 2011). However, this evolved with time. The discourses of quality in the new millennium values educators as researchers who paramount children’s learning and continuously evolve their practice by critically reflecting, conduct self review, share leadership with the child and his family , and much more (Dalli, et. al., 2011). In addition, ‘quality’ in early childhood education was not measured in terms of the universal expert derived norms in the society; rather quality was associated with “meaning making” (Moss & Dahlberg, 2008. p. 6), which comprised of methods such as pedagogical documentation, which made practice visible; thus adding value to the service and contributing to its
The socio-cultural perspective of child development underpins the notion that children are capable, and the educator’s role is to facilitate them in their learning through scaffolding only at the time of need (Lim, & Genishi, 2010; MacNaughton & Williams, 1999). The socio-cultural perspective of child development was developed by …show more content…
It empowers the child to take lead in his learning, thus creating his identity and making sense of the world. In addition, it empowers the parents to form partnership with the early childhood educators and contribute to their child’s learning, through their feedback on the learning stories of their child, daily communication, and much more. Furthermore, Te Whāriki (MoE, 1996) empowers the educators to play an active role in forming social justice by social justice, equity and equality by acknowledging and valuing children’s voice and fostering his agency (Colegrove & Adair, 2014); collaboration with parents- funds of knowledge of the child as they possess the in-depth knowledge about the culture and heritage of the child (Cooper & Hedges, 2014); creating transformative learning that fosters developmentally and culturally appropriate practice; and working with the wider community, furthermore, advocating for the rights of the child at the time of need. Thus, practice their craft of learning and teaching and weaving their own unique whāriki (Alvestad, Duncan & Berge, …show more content…
For instance, the Meade Report (1988) based “appropriate staff/child ratio, appropriate group size, appropriate caregiver qualifications” and so forth, as the components of quality (as cited in Dalli, et.al., 2011). However, this evolved with time. The discourses of quality in the new millennium values educators as researchers who paramount children’s learning and continuously evolve their practice by critically reflecting, conduct self review, share leadership with the child and his family , and much more (Dalli, et. al., 2011). In addition, ‘quality’ in early childhood education was not measured in terms of the universal expert derived norms in the society; rather quality was associated with “meaning making” (Moss & Dahlberg, 2008. p. 6), which comprised of methods such as pedagogical documentation, which made practice visible; thus adding value to the service and contributing to its