Weaving RIE with "Te Whariki": Re-Thinking Family Involvement in Assessment of Learning Dispositions

Autor/inn/en	Cooper, Maria; Hedges, Helen; Dixon, Helen
Titel	Weaving RIE with "Te Whariki": Re-Thinking Family Involvement in Assessment of Learning Dispositions
Quelle	In: Early Child Development and Care, 184 (2014) 5, S.733-748 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.818987
Schlagwörter	Foreign Countries; Early Childhood Education; Qualitative Research; Case Studies; Teacher Attitudes; Parent Participation; Cognitive Style; Student Evaluation; Parent Role; Curriculum Development; Preschool Curriculum; National Curriculum; Play; Child Care Centers; Preschool Teachers; Semi Structured Interviews; Decision Making; Preschool Children; Observation; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerverhalten; Elternmitwirkung; Cognitive styles; Kognitiver Stil; Schulnote; Studentische Bewertung; Parental role; Elternrolle; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Spiel; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Decision-making; Entscheidungsfindung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Beobachtung; Neuseeland
Abstract	Families play important roles in children's learning. Yet, teachers' values and beliefs may sway how families may participate in assessment of their child's learning within early childhood education. This paper reports on a qualitative case study in a New Zealand early childhood setting that explored teachers' views about involving families in assessment of infants' and toddlers' dispositional learning. Methods comprised interviews with five teachers, researcher field notes and documentation about children's learning. Findings suggested that teachers' views about learning dispositions, teaching and assessment positioned families as consumers of, rather than participants in, assessment. Theoretical tensions arose between Gerber's Resources for Infant Educarers (RIE) approach that guided teachers' philosophy and practice and "Te Whariki," the mandated early childhood curriculum of New Zealand. The paper argues that weaving RIE with a national curriculum framework requires teacher engagement in critical thinking and discussion regarding actively involving families in assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10