Not weaving but drowning? The child. com in New Zealand early childhood pedagogies

@article{Cederman2008NotWB,
  title={Not weaving but drowning? The child. com in New Zealand early childhood pedagogies},
  author={Kaye Cederman},
  journal={International Journal of Early Childhood},
  year={2008},
  volume={40},
  pages={119-130}
}
  • Kaye Cederman
  • Published 1 October 2008
  • Sociology
  • International Journal of Early Childhood
SummaryThe article critiques the innovative policy documents constructing New Zealand early childhood pedagogies since the advent of the first curriculumTe Whāriki (1996) and argues that the two most compelling of these reflect the consumerist experiences of childhood today. The acclaim which followed the publication ofTe Whāriki has led to many countries identifying with its focus on quality and generally supporting the socio-cultural approach to curriculum it represents. The author claims… 

Assessment in New Zealand Early Childhood Education:  A Foucauldian Analysis

This thesis aims to problematise and denaturalise the current dominant, empowerment infused early childhood education (ece) assessment discourse in Aoteaora New Zealand through a Foucauldian

Incredible parenting with Incredible Years?: A Foucauldian analysis of New Zealand Government Perspectives on Parenting and their Implications for Parents and educators in Early Childhood Education

This paper takes a post-structural approach, examining what and how issues are framed in the parenting policy, Incredible Years, through Foucault’s (1977, 1980, 1991, 2003, 2004) notion of 

Re-thinking pedagogies: New immigrants in Aotearoa New Zealand early childhood settings

This chapter examines the importance of teacher orientations towards immigrant children, families, and teachers in early childhood education settings in Aotearoa New Zealand. Informed by a critical

Early childhood teacher cultural Otherness and belonging

  • S. Arndt
  • Sociology
    Contemporary Issues in Early Childhood
  • 2018
Early childhood education settings are arguably places of community, togetherness and belonging. But what if they are not? What if individuals’ senses of identity, place or reality clash, do not fit

Rethinking Play, Diversity and Belonging in Early Childhood Education

  • S. Arndt
  • Psychology
    Beijing International Review of Education
  • 2020
We might say that children’s play is the foundation of all learning. Often play is recognized as integral to childhood, but children’s abilities to engage in play are complex and these complexities

Playing the Assessment Game in Early Childhood Education: Mediating professional habitus with the conditions of the field.

This thesis is concerned with assessment practice in the field of Early Childhood Education (ECE), and provides an insight into the experiences of five Early Childhood Studies graduates who work in

You Can Learn Something Every Day! Children Talk About Learning in Kindergarten—Traces of Learning Cultures

Discussion of learning in the kindergarten context is growing both in Norway and internationally. This article focuses on some central aspects of learning described by groups of children aged 4–6

Globalisation and its implications for early childhood education

This paper explores different perspectives about globalisation and its implications for early childhood education. Globalisation has ushered vast historical change in terms of social relations,

Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study : a thesis presented in partial fulfilment of the requirements of the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand

......................................................................................................................................... i Acknowledgements

Is “Positive Parenting” really positive for children and families? Early childhood parenting as a site of governance in Aotearoa New Zealand

............................................................................................6 INTRODUCTION....................................................................................8 1.

References

SHOWING 1-10 OF 13 REFERENCES

The Making of Global Citizens: Traces of Cosmopolitanism in the New Zealand Early Childhood Curriculum, Te Whāriki

The first New Zealand early childhood curriculum framework, Te Whāriki, was published in 1996. Te Whāriki presents quality in early childhood education as productive of a particular type of child. In

A Pedagogy of the Future

Complex, interactive, and far-reaching change ushered in by globalisation processes compels educators, scholars, and policymakers to consider a pedagogy of the future. No other institution than

Changing Subjectivities, New Learning

In this article I argue that today's social transformations are of such depth and significance that they demand a fundamental rethinking of the nature of pedagogy. I address 3 closely interwoven

Síolta: The National Quality Framework for Early Childhood Education.

This paper introduces Siolta, the National Quality Framework for Early Childhood Education (NQF) that has been developed under the auspices of the Department of Education and Science (DES). Siolta

The Consumer Society

And it is, by contrast, on this homogeneous abstract base, on this foundation of the abstract democracy of spelling or the TV set, that the real system of discrimination is able to operate and to

Baudrillard's Challenge: A Feminist Reading

Acknowledgements List of Abbreviations Introduction 1. Ideologies of Meaning and Value 2. The Fictions of Identity, Power and Desire 3. Simulated 'Difference', Simulated 'Politics' 4. Hyperreal

Inventing our Selves: Psychology, Power, and Personhood

1. Introduction 2. How should one do the history of 'the self'? 3. A critical history of psychology 4. Psychology as a 'social' science 5. Expertise and the 'techne' of psychology 6. Psychology as an

Síolta the National Quality Framework for Early Childhood Education; Teacher’s perspectives.

..........................................................................................x Chapter One: Introduction ..................................................................1 1.

Editorial Introduction: Why Pedagogies?

(2006). Editorial Introduction: Why Pedagogies? Pedagogies: An International Journal: Vol. 1, No. 1, pp. 1-6.