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- The latest on election policies of each political party
- What Bill English and the National Party have done for Early Childhood Education and Care (next week we'll bring you a critique of Labour Party policy and what harm and good it could do for ECE)
- Every week for some children is Māori Language Week in ECE
- Free play in playgrounds subverted by technology - a new problem has arisen
- Te Whāriki revised curriculum - 2 need to knows about access to professional development and about ERO evaluation of services implementing it.
- Tender called for providers of language therapy support to early childhood education services
- New Research: A whole school approach to language development in the Early Years
- An authentic version of the concept of Tuakana-Teina dictated by Whakapapa
- It's spring - so it's time for early childhood services to refresh spaces for children's play and care
- Financial support available for qualified teachers to become fully certificated
This is a tiny selection of the latest information, news, articles, and resources available for teachers, parents, service providers, managers, researchers and policy analysts. For much more go direct to www.childforum.com
1. Election policies of each political party
> Get here the latest updates on each political party election promises for ECE (quick 3 minute read).
2. What Bill English and the National Party have done for Early Childhood Education and Care
The National Party has done good for early childhood education in three respects over its three terms in Government.
It's also been getting a number of things wrong.
Does Bill English and the National Party care enough about children to do what's needed if elected back in for a fourth term in Government?.
Next week we'll bring to you a strong critique of Labour Party policy on ECE
3. Every Week for some Children is Māori Language Week
A story published at My ECE to share with colleagues, friends and whānau of how making every week - Māori Language week - in an early childhood education centre is do-able. If you have the desire you can do more than token use of some Te Reo phrases.
4. Oh where will the children play
New "smart playgrounds" are anything but smart. Parents and early childhood experts are expressing concerns.
5. Te Whāriki Revised Curriculum - access to professional development and about ERO evaluation of services implementing it
All ECE services are expected to be implementing the revised Te Whāriki document (not the original). ERO has started to investigate ECE service provider and teacher awareness and implementation of the Ministry's revised document. It will be reporting its findings to the Ministry of Education.
There is concern - still - about access to professional development. The rush has gone and its easy to access online PD but out in the regions greater access to free of charge face-to-face PD is wanted
A comment recently added is "Hi we have 6 teachers who missed out. Some have watched the online but it just doesn't have the impact we feel we need (hands on learners) So we need some in Tauranga please".
6. Tender called for providers of language therapy support to early childhood education services
The Ministry of Education is seeking proposals from a provider/s experienced in providing early intervention services to deliver the Oral Language Initiative. This initiative aims to test and evaluate the capability of early childhood teachers so that children will be given more effective support for the development of their oral language and literacy skills. The Ministry is looking for a provider/s with the capability, capacity and infrastructure to employ Speech Language Therapists (SLTs) to provide tiered speech-language therapy support to early childhood education services. This includes delivering the Hanen ABC and Beyond programme to early childhood teachers, working with the entire centre and supporting children with oral language needs. The ABC and Beyond programme is an off the shelf, manualised package of practices developed in Canada in the Canadian cultural and early childhood context. Further information is available through GETS or contact Anne Mohi at the Ministry of Education head office.
7. New Research: A whole school approach to language development in the Early Years
This article presents findings from a staged evaluation of a three year longitudinal research project. It uses an action research approach to foreground intervention strategies used to support children entering school with speech and language delay. It indicates a shift in culture at the school, with a greater emphasis and value being placed upon tools to support children’s language enrichment, recognizing the impact that these can have on a child’s confidence and independence. Conversely it also identifies some fundamental issues which remain; the most concerning being that the skills needed to support the development of children’s speech and language remain lacking within initial teacher training. It highlights the necessity for professional development within speech, language and communication to be fully acknowledged at policy level if we are to adequately cater for the needs of our children, especially those who are most vulnerable.
> Go to the full research article: Solvason, C., Kohlman H., Snowden, M. & Morris, C. (2016). A whole school approach to language development in the early years: professional development in action. NZ Research in ECE Journal, Special Issue: Equality and Diversity, 19, 32 - 45.
8. An authentic version of the concept of Tuakana-Teina dictated by Whakapapa
Within Aotearoa, New Zealand early childhood education pedagogy, the relationships of tuakana, teina are misunderstood, misinterpreted and/or misused. Ngaroma Williams explains how and calls for a Maori worldview to be expressed and better understood.
9. It's spring - so it's time for early childhood services to refresh spaces for children's play and care
Early childhood centres in New Zealand tend to have quite similar spatial arrangements - usually consisting of a large play room/s with various activity areas for children and an open flow directly from the playroom to a single outdoor area. In this article we show, with photographs, a different design and approach to using space for supporting small group and project work.
10. Financial support available for qualified teachers to become fully certificated
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