Early Childhood Curriculum For New Zealand

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Background This physiological approach is the early year’s curriculum for New Zealand was published in 1996 after there was consultation with practitioners from the child care sector. The values (Lee 2013 p.3) ‘reflected in Te Whariki’s focus on equity and respect for children’s rights (and responsibilities), together with the aim of supporting children growing up in a democracy in which they will make a contribution.’ Two people who were given the responsibility to develop the curriculum were; Helen May and Margret Carr, and this was in 1991. The completed document was then published in 1996. (Pound, 2014) Theory/philological approach This curriculum is made up of: goals, appropriate practice, principles, and aims.(Pound, 2014) (Blaiklock 2010 pg. 201-202) ‘the four principles are: Empowerment- the early childhood curriculum empowers the child to learn and grow, Holistic development-the early childhood curriculum reflects the holistic way children learn and grow, Family and community- the wider world of family and community is an integral part of the early childhood curriculum, Relationships- Children learn through responsive and reciprocal relationships with people, places and things.’ This approach then has five key strands wellbeing, belonging, contribution, communication and exploration. (Education and Zealand, 2013). These strands then have their own set of goals. What it says about children and how they learn It says that children learn though doing things rather
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