dc.contributor.author |
Reschke, Kathy |
|
dc.contributor.author |
Ruhland, Donna |
|
dc.date.accessioned |
2021-12-01T21:52:17Z |
|
dc.date.available |
2021-12-01T21:52:17Z |
|
dc.date.issued |
2020-01 |
|
dc.identifier.citation |
www.zerotothree.org/p-5 |
en_US |
dc.identifier.uri |
${sadil.baseUrl}/handle/123456789/981 |
|
dc.description |
8 pages : PDF |
en_US |
dc.description.abstract |
A study tour of early childhood education (ECE) programs in Aotearoa New Zealand offered a rich opportunity to explore the implementation of Te Whāriki, the national ECE curriculum. This article describes three central aspects of the Te Whāriki approach that have garnered international admiration as a model for ECE: the high value placed on the child’s image, voice, and identity; nurturing a culture of inquiry; and the use of learning stories to document children’s explorations. The authors share questions that have emerged in considering how to apply a parallel approach to the work of designing and facilitating professional learning experiences for educators |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
Zero to Three |
en_US |
dc.subject |
National curriculum, Professional learning , Image, voice and Identity of learning |
en_US |
dc.title |
An Evolving Vision for Designing Professional Learning |
en_US |
dc.title.alternative |
Inspiration From Aotearoa New Zealand |
en_US |
dc.type |
Article |
en_US |