Beyond Participation: What We Learned from Hunter about Collaboration with Pasifika Children and Families

Autor/inn/en	Cooper, Maria; Hedges, Helen
Titel	Beyond Participation: What We Learned from Hunter about Collaboration with Pasifika Children and Families
Quelle	In: Contemporary Issues in Early Childhood, 15 (2014) 2, S.165-175 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2014.15.2.165
Schlagwörter	Foreign Countries; Student Diversity; Early Childhood Education; Outcomes of Education; Curriculum Design; Parent Teacher Cooperation; Parent School Relationship; Qualitative Research; Music; Culturally Relevant Education; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernleistung; Schulerfolg; Lehrplangestaltung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Qualitative Forschung; Musik; Neuseeland
Abstract	Increasing the participation rates of Pasifika children in early childhood settings is a policy target in Aotearoa-New Zealand. Yet, participation may not engender positive learning outcomes for children from diverse cultural backgrounds without attention to teacher knowledge and practice. The early childhood curriculum document, Te Whariki, encourages teachers to collaborate with families. However, there is little research to guide teachers in mainstream centres to interpret Pasifika children's interests, particularly those that link with the understandings and everyday experiences of their families, communities or cultures. This article reports on a qualitative, interpretivist project. Findings related to a Pasifika child are presented. The child's overt interest in drumming led to deeper examination of his developing identities as a learner and member of his family and culture. The article argues that in order for diverse children and families to genuinely benefit from participation in early education teachers might usefully adopt more analytical, culturally responsive, and dialogic approaches and constructs to guide provision of a dynamic and responsive play-based curriculum. The use of theoretical frameworks such as funds of knowledge to assist families and centres to engage in and sustain reciprocal relationships and enhance collaboration to benefit children's growing learner and cultural identities is discussed. (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10