Bachelor of Teaching

Early Childhood Education

Practicum Handbook for Students

2015

EARLY CHILDHOOD PRACTICUM Aim Teaching practicum provides you with a context in which you have the opportunity to develop as a competent and reflective teacher able to integrate theory and practice in a critical and analytical way. By the end of the final teaching practicum you should be able to demonstrate that you have met the Graduating Teacher Standards. During teaching practicum you are expected to integrate the theoretical and practical components of the course. This theory/practice integration is a vital component in the learning and development of the reflective practitioner. To facilitate this process you will be guided by your College visiting lecturer and Associate who will encourage you to analyse your strengths and areas for development, set personal goals and gradually become capable of praxis – critical scrutiny of practice in light of theory. Praxis is an important part of reflective practice in which theory and practice are a part of each other and where both develop together through each other. This process should lead to a transformation in practice and further development of theory. At the end of your studies you will be expected to articulate the theoretical base of your practice and to formulate your own philosophy of teaching and learning. The requirements of teaching practicum follow a progression throughout the three years of your course. In the first year the focus is on the development of your own identity as a teacher and as a member of the early childhood profession. As Korthagen (2004) states “teacher education must begin by exploring the teaching self” (p80). Knowledge is power but self knowledge is empowering (ManningMorton, 2006). In the second year of the programme the focus is on relationships with children and adults in inclusive settings. Students will be encouraged to explore the interrelationships between people, places and things and how these impact on understanding and practice. Relationships are a vital aspect of early childhood practice. Children learn through reciprocal relationships with others. In the third year of the programme the focus is on the big picture. Students will integrate the learning of the previous two years and examine the ways in which institutional and cultural beliefs and values influence how practice is constructed. The aim of this year is that students will participate in a community of learners, a community of practice, and in a community of inquiry. Practicum Progression for Student Learning – Early Childhood Education Year One

Year Two

Year Three

Size of Group

1-1 and some small group work.

1-1 and small groups work.

1-1, small groups and whole centre.

Assessment, Planning, Children’s Learning

Assessment informs planning for learning.

Sociocultural assessment to inform planning for learning with a focus on revisiting to ensure continuity of learning and an increase in the complexity of children’s learning.

Sociocultural assessment informs planning for learning, revisiting, continuity, complexity and involvement of children/parents/whānau in setting learning goals.

Curriculum Knowledge

Exploring Te Whāriki – understanding key aspects.

Weaving Te Whāriki – weaving together the principles, strands and learning areas to provide

Living Te Whāriki – comprehensive knowledge of the aspiration statement,

meaningful learning opportunities.

principles and strands so that it effectively shapes all practice.

Inquiry and Reflection

Students are encouraged to use a model to analyse practice. One model that is suggested is the DATA (Describe, Analyse, Theorise, Act) model of reflection.

Students are encouraged to reflect on the complexity of relationships. The Bronfenbrenner model of analysis – microsystem, mesosystem, exosystem, macrosystem can be used for this purpose.

Students are encouraged to reflect critically and to think about how the wider social and political context can influence practice. Rogoff’s planes of analysis – personal, interpersonal and institutional can be used for this purpose.

Relationships

Focus on individual relationships.

Focus on interrelationships with children, teachers, parents/whānau.

Focus on the complexity of relationships in institutional settings.

Treaty of Waitangi

Using a developing awareness of the Treaty when observing practice to reflect upon how children are positioned – i.e. as Pākehā, as Māori.

Consider the Treaty principles when planning and identify how these are culturally appropriate to the teaching of Māori children.

Devise and implement pedagogical practices that are culturally responsive to all children, taking into consideration the Memorandum of Understanding.

Inclusion

Identifying practices to include all children.

Identifying possible barriers to learning and implementing supports.

Implementing pedagogical practices to include all children.

Assessment, Planning, Children’s learning At the beginning of your course the focus will be on clarifying the image of the child integral to early childhood philosophy, pedagogy and curriculum. In the second year you will be expected to develop your competence in terms of planning for learning. In the final year the focus will be on you accepting responsibility for the integration of professional and curriculum knowledge to plan effective curriculum for diverse learners.

Assessment and Evaluation The approach to assessment in early childhood is sociocultural. As stated by Fleer (2004) in a sociocultural approach to assessment, early childhood educators will be able to record broader, richer and culturally embedded data on the groups of children they interact with each day in their centres” (p. 132-3). Gipps in Carr (2001, p. 102) indicates that “within the framework of sociocultural theory … assessment is integral to the teaching process and embedded in the social and cultural life of the classroom”. Such approaches to assessment require teachers to position themselves as a member of a community of learners. Throughout courses you will be expected to utilise a range of observation and assessment strategies including narratives/learning stories, critically evaluating their usefulness on the basis of knowledge of the theoretical and research literature on assessment. This assessment data will form the basis of

thinking about the possibilities, opportunities and potentialities for increasing the complexity of children’s learning. In the first year the focus will be on developing your ability to observe and write narratives about children’s learning and dispositions. This will be based on noticing, recognising and responding. You will be expected to analyse all your narratives and identify what learning is happening for the child. This will be done in a formative way. This documentation will become the basis of thinking of how you could extend the complexity of children’s learning and foster the development of their dispositions. This is often referred to as “re-engaging” or “revisiting”. You will reflect on the possibilities, opportunities and potentialities of further learning. At all times you will be mindful that the directions that learning takes may be unpredictable and unanticipated but it will be about increasing complexity. In the second year you will be expected to build on your learning about narratives in the first year. It is expected that you will be able to demonstrate the ability to use sociocultural assessment as a basis for thinking about ways in which the complexity of children’s learning can be increased. You will also consider ways in which you can enhance children’s dispositions. In the third year you will be able to competently use sociocultural/narrative assessment as a basis of your work with children. The focus is on increasing the complexity of children’s learning. It is expected that you will be able to show how you have used all the key messages from Kei Tua o te Pae – early childhood exemplars – bicultural assessment, continuity, competence, community etc.

Planning By the end of the third year it is expected that you will have the ability to plan an effective programme for all children – that is children from a range of cultural and ethnic backgrounds and for children who demonstrate a range of abilities You will be aware of the various layers of planning – e.g. planning of the environment; planning of personnel, planning of resources and planning to ensure that the complexity of children’s learning is increased and their dispositions can be enhanced. It is anticipated that you will take an integrated approach to curriculum and programme planning – integrating the principles and strands of Te Whāriki with your domain knowledge to ensure positive learning outcomes for children. You will be responsive to the context and will work confidently with both small and large groups of children. You should be able to critically discuss why you have developed a particular programme for the children you are teaching. Year One In your first posting you will begin building an awareness of how the centre uses Te Whāriki. You will also observe how the centre uses narrative assessment to inform future directions for children’s learning. You will begin to write narrative assessments and reflect on ways to increase the complexity of children’s learning. In the second semester you will be using narrative texts to inform the decision you make about ways to increase the complexity of children’s learning. Year Two In semesters one and two you will be using narrative assessments as a means to inform planning to increase the complexity of children’s learning and the development of dispositions within an integrated curriculum. By the end of the year it is anticipated you will be integrating your knowledge of a range of curriculum/learning areas.

Year Three Within the frame of Te Whāriki you will be using narrative assessment as a basis to support children’s learning and the development of children’s dispositions. You will be planning the environment and strategies to increase the complexity of children’s learning. It is anticipated that you will be integrating your knowledge of a range of curriculum/learning areas. A key factor of your work with children in year three will be continuity over time and strong links with the children’s community. Increasing the Complexity of Children’s Learning At all times you will be responsive to the particular group of children with whom you are working. Students are expected to show a sensitivity to culture and other equity issues. By the end of the third year students are expected to demonstrate the use of a range of pedagogical strategies to empower children as learners. Pedagogical strategies relevant for practice in an early childhood setting include co-construction, joint attention, guided participation, scaffolding. Farquhar (2003) in the Best Evidence Report for early childhood emphasises that – pedagogy is informed by contextual knowledge of children’s learning, that pedagogy scaffolds, co-constructs, promotes metacognitive strategies and pedagogy facilitates children’s learning in the context of adult/older child activities. It is anticipated that you will read widely and build a repertoire of pedagogical practices which will be meaningful for diverse learners including Māori and Pasifika children and children with special needs or children who show particular talent. You should be able to provide a rationale for your choice of strategies based on theory and research. It is important that you are a critically reflective teacher. Year One You will become aware of the process of children’s learning and use a range of communication skills and teaching strategies to support this happening. Year Two Once again the focus is on increasing the complexity of children’s learning. You will provide programmes which are inclusive, reflects Te Whāriki and the context of children’s lives. You will also be using a range of appropriate teaching strategies to facilitate learning. Year Three The principle focus is on creating a context which will enable the complexity of children’s learning to be promoted. You will also work to assist the development of dispositions. This will be done within the framework of Te Whāriki. In the final year you will be more responsible for working in a way that creates a programme that is both equitable and inclusive. The important thing is you will be able to show with substantive evidence how you have helped children learn over time.

Curriculum You will be expected to develop a sound knowledge of Te Whāriki, the early childhood curriculum framework and use the principles and strands of this document to implement a balanced learning programme for diverse children. You will use your domain knowledge together with your knowledge of early childhood pedagogy to support the increasing complexity of children’s learning. All work with children will be evaluated. In your evaluations you will critically analyse what you have achieved in relation to the curriculum and suggest how you will respond further to children’s learning. Te Whāriki will frame your work with children. It is anticipated that you will “live” Te Whāriki which means it will be evident in all the teaching that you do. To ensure that children have opportunities to engage in a range of stimulating and challenging learning at times you will provide the provocations. Any provocations will be grounded in Te Whāriki and

reflect a sound understanding of children’s learning. At all times you will be able to provide a clear rationale for the provocation.

Inquiry and Critical Reflection This programme is based on the belief that to provide appropriate learning contexts for children, students need opportunities to be critically reflective about the curriculum and their programme and practices (Brookfield, 1995). Essential to being reflective is the ability to see things differently … to be alert to hegemonic assumptions and it also “means an engagement in critical conversation” (Brookfield, 2002 p. 17). Goodfellow and Sumsion (2000) emphasise the value of encouraging students to engage in reflective practice. It is important that an environment is created that acknowledges the complexities, challenges, uncertainties and ambiguities inherent in teaching. You will be encouraged to actively engage in an ongoing process of inquiry about teaching and being a teacher (p. 253). Critically reflective teachers know something about the effects they are having on children and that what happens in their setting has the potential to change the world (Brookfield, 1995). Graduating Teacher Standards In Years One and Two your attention will be drawn to the importance of meeting the graduating teacher standards (Appendix 3) by the end of your third year. In Year Three you will be required to critically reflect on their practice using the Graduating Teacher Standards as a basis for reflection.

Relationships Children Relationships are the cornerstone of children’s learning and are a key principle of Te Whāriki. As children interact with others and their environment in play they have the opportunity to make meaning of their world. It is in these relationships that teachers have a key role in responding to children’s learning and being mindful of the emergent curriculum. As the complexity of children’s relationships, increase so too does the opportunity for teachers to extend children’s engagement and learning. Year One A key focus will be on establishing and maintaining relationships with children and staff. You will begin to establish relationships with parents/caregivers. You will be forever mindful that the quality of the relationships will influence the quality of the learning. Year Two During this year it is expected that you will develop effective relationships with children. It is important that your relationships reflect the principles of Te Whāriki – e.g. they will empower children, will be reciprocal, holistic and reflect the context of the children’s lives. It is anticipated that you will develop relationships with a range of children. There will be a particular focus on working with small groups of children. Year Three You will become closer to emulating the role of the teacher in your relationships with children and families/whānau. It is expected that you will demonstrate the ability to work effectively one-to-one, with small groups, and with larger groups of children.

Working with Adults – Staff and Parents Partnerships with parents/whānau are an integral aspect of the early childhood teacher’s role and crucial for ensuring children’s learning and wellbeing. “Planning for learning involves a three way collaboration … Parents and families are not just the people the children go home to after the end of the day or session; they are the mainstay of the children’s lives … they need to be in on the decisions that concern their children” (Stonehouse and Gonzalez-Mena, 2004:13). In year one you will have an opportunity to observe the teaching staff work with parents. In year two you will be able to work with parents under the guidance of your associate. In year three you will be encouraged to work with parents during your sustained practicum in your centre. You will always remember that you must respect and value parents.

The Community Understanding relationships also includes knowing about the potential for collaborative relationships between the early childhood setting and the community. All these aspects contribute to a holistic and integrated approach to children’s learning. Year One You will be developing an awareness of the collaborative relationships between the early childhood setting and the community. Year Two As a student you will develop an awareness of the early childhood community surrounding the centres in which you are placed. Your teaching will reflect the community context. Year Three In year three students are expected to work as a fully functioning member of the early childhood team. You should be able to relate professionally to your Associate and other staff as well as to parents and other professionals. Students will be encouraged to critically reflect on the effectiveness of their professional relationships. During this year it is important to take the opportunity to participate in the wider early childhood centre community, e.g. attend a fund raising function, go to a working bee, attend a parents evening; attend a staff meeting etc. Students will be encouraged to participate in reflection, analysis and interpretation of their participation in Centres. This will culminate in the development of your own philosophy of teaching by the end of the year.

Centre Management During the teaching practicum it is expected that you will show initiative in assisting with all Centre routines. In year one this will be under the guidance of your associate. In year two you will be under the guidance of your associate but increasingly showing more initiative in being proactive in routines. In year three you will be able to demonstrate an understanding of the management of routines, Centre administration, management and elements of professional practice. It is anticipated that you will use

your initiative at all times and participate as a fully functioning member of the centre team. During the third year in consultation with, and under the guidance of your associate teacher, you may be allowed to be involved in centre nappy changing routines.

Bicultural practice Early childhood centres are committed to bicultural practice. The principles of Te Whāriki – Mana Atua, Kotahitanga, Whakamana, Mana Whenua,, together with the strands Mana Tangata, Mana Reo, Mana Aoturoa, Nga Hononga, and Whanau Tangata guide early childhood practice. In year one the focus is on students gaining a basic understanding of Te Ao Māori and basic Te Reo Māori. In year two students will be encouraged to become proficient in conversational Te Reo Maori and integrate Te Reo Māori me ona Tikanga Māori. In year three there will be a focus on a deeper understanding of Te Ao Māori and integrating Te Reo Māori me ona Tikanga Māori into curriculum so that students are able to demonstrate biculturalism in practice.

Inclusion Students in the early childhood degree programme will engage with issues of social justice and critically reflect on the implications they have for themselves as teachers, the children in their centres, effective pedagogy and practices to ensure inclusive practice.

Guiding Children It is anticipated that students will be confident in guiding children’s behaviour. The emphasis will be on encouraging children to develop self regulatory and self management skills. All strategies used and limits set will focus on empowering children through the use of positive techniques. In year one – you will support the children to understand the centre’s limits/boundaries ensuring that children understand why they are in place. You will follow the advice of your associate in guiding children’s behaviour. In year two – you will support the children to understand the centre’s limits/boundaries and ensure they understand why they are in place. You will follow the advice of your associate in guiding children’s behaviour. In year three – you will be more involved in guiding children’s behaviour as covered in class.

Theoretical Perspectives Underpinning Practice in Early Childhood The theoretical perspectives which have guided thinking in early childhood education and underpin this programme are the sociocultural and ecological theories. A sociocultural theoretical perspective recognises the roles of adult and learners within a relationships model (Anning, Cullen and Fleer, 2004). This programme acknowledges that understandings are most effectively co-constructed in relationships with others (Rogoff, 2003). Children learn through the relationships they have with their teachers and the other adults in their lives. Providing young children with access to a range of experiences and opportunities that will encourage thinking and meaning making will facilitate the construction of wider and richer knowledge. A sociocultural perspective emphasises an understanding of children in context. To ensure the learning of all children there must be a recognition of diversity (Farquhar, 2003).

An ecological perspective has also shaped thinking in early childhood education. At the core of the ecological perspective (Bronfenbrenner, 1972) is the notion of relationships. Early childhood teachers must recognise that effective relationships will not only involve the child but the relationships with parents/whānau and the community. Ecological theory demands that there is a recognition of the powerful influences on children within the family, the early childhood education setting and the wider social, cultural and political context.

Attendance Students will be required to maintain 100% attendance (tutorials and practicum) to pass the paper. All days missed will need to be made up. If in a kindergarten students will complete the entire shift and start and finish at the same time as their associate teacher. If in an education and care centre, students will complete a 35 hour week (7 hrs per day which excludes a lunch break). Students should strive to gain experience of a variety of early and late shifts.

THE PROFILE OF A GRADUATE A graduate from this early childhood teacher education programme will have knowledge and skills which enable them to be a reflective teacher. 1. Communication The ability to communicate information, arguments and analyses effectively and appropriately to colleagues and learners as appropriate to the academic and professional settings in which they operate. 2. Critical Thinking The ability to analyse issues logically, consider different options and viewpoints, and make informed decisions which will guide their teaching and further their professional growth. 3. Cultural Understanding An understanding of cultural issues and cultural diversity in New Zealand within the bicultural framework of the Treaty of Waitangi and an ability to incorporate such understanding in their professional philosophy and practice. 4. Ethics A knowledge of ethics, ethical standards of the teaching profession and recognition of their social responsibility as teachers. 5. Global Perspective An appreciation of the global perspectives in teaching and an informed sense of international issues in education. 6. Numeracy and Literacy Knowledge and professional skills related to teaching of literacy and numeracy to young people in the professional setting. 7. In-depth Knowledge A deep, coherent and extensive knowledge of learners, curriculum, learning and teaching, assessment, transitions and subject area(s) applicable to either early childhood, primary or primary bilingual teaching based on an understanding and application of the fundamental contributions of research to the education of all children and young people. 8. Information Literacy An understanding of information literacy and specific skills in acquiring, organising and presenting information, in particular through computer-based activity, using these in teaching. 9. Interdisciplinary Perspective Intellectual openness and curiosity, the awareness of the limits of current knowledge of the links between curriculum disciplines in approaches to teaching in the centre or classroom setting. 10. Professional Commitment to equity and excellence in teaching and learning for the inclusion of all children and young people for whom they are responsible in the centre or classroom setting. 11. Lifelong Learning A commitment to lifelong learning, with the ability to apply knowledge, develop existing skills, adapt to a changing environment, and acquire new skills.

12. Research The ability to interpret research findings and to participate in research as appropriate to teaching by recognising when information is needed, and locating, retrieving, evaluating and using it effectively. 13. Scholarship A commitment to the fundamental importance of the acquisition and development of knowledge and understanding of teaching and learning. 14. Self-motivation The capacity for self-directed activity and the ability to work independently. 15. Teamwork The ability to work effectively as both a team leader and a team member among colleagues. 16. Workplace-related Skills Enterprise, self-confidence and a sense of personal responsibility, the knowledge and disposition to work with parents, whānau and caregivers as appropriate to their teaching role. 17. Professional Readiness Eligibility to apply for initial teacher registration in New Zealand.

OUTCOMES EXPECTED FROM TEACHING PRACTICUM Learning Outcomes EDPR101 Overall outcomes for teaching practice year one. Students will be able to: 1. demonstrate an understanding of what it means to act professionally and ethically in an early childhood context. 2. use assessment and pedagogical practices in an early childhood context to facilitate children’s learning. 3. incorporate Te Reo me ōna Tikanga Māori in practice. 4. demonstrate effective relationships and communication skills. 5. reflect on teaching and learning experiences taking cognizance of appropriate theories. At the end of the first year it is anticipated that students will:  Work in an ethical and professional way.  Be aware of the importance of working within legal requirements.  Have an understanding of the key dimensions of practice in an early childhood setting.  Be able to initiate and maintain effective relationships.  Use appropriate skills of communication when relating to children and adults.  Use communication to facilitate children’s learning.  Be using basic Te Reo Māori and demonstrate an awareness of tikanga Māori.  Use assessment to inform their teaching.  Have developed strategies to increase the complexity of children’s learning.  Critically reflect on their teaching relating these reflections to the theories underpinning practice in early childhood education.

EDPR 201 Overall outcomes for teaching practice year two. Students will be able to: 1. To critically reflect on how relationships contribute to professional practice in early childhood. 2. To critically examine pedagogical practices in inclusive early childhood settings. 3. To explore strategies for increasing the complexity of children’s learning using the framework of Te Whāriki. 4. To integrate Te Reo me ōna Tikanga Māori into pedagogical practice. At the end of the second year it is anticipated that students will:  Use assessment data to inform their practice.  Provide opportunities which will increase the complexity of children’s learning.  Use a range of teaching strategies to promote learning.  Use the curriculum/learning areas in an integrated way to promote children’s learning.  Create an effective learning environment.  Take responsibility for developing aspects of the learning environment.  Use Te Reo Māori and demonstrate an awareness of Tikanga Māori in connection with specific curriculum areas.  Act professionally at all times demonstrating an understanding of the Code of Ethics, legal requirements and the professional aspects of being an early childhood teacher.  Critically reflect on their teaching practices making links to the theories underpinning early childhood practice.

EDPR301 - Professional Inquiry in(to) Practice 1 Learning Aims and Objectives 1. To engage in critical inquiry into practice. 2. To critically examine the role of assessment and pedagogy in facilitating connectedness, continuity and complexity of children’s learning. 3. To integrate Te Reo me ōna Tikanga Māori into practice. 4. To articulate how the political, social and cultural context impacts on the teacher’s role in ensuring the well-being of all children in Aotearoa-New Zealand. During this practicum students will undertake a research project in which they will investigate an aspect of their practice. During this practicum students will have an opportunity to explore what it means to be a ”teacher as researcher”. This will involve students in asking a question about their practice and then setting up a research project to gather data and show the outcome of their inquiry. A personalized approach will be taken to this practicum – see information on pages 13-18

EDPR302 - Professional Inquiry in(to) Practice 2 Learning Aims and Objectives of Paper 1. 2. 3. 4. 5.

To evaluate professionalism in practice. To critically analyse and debate innovative and effective pedagogical practice. To create dialogue within a community of learners/community of practice. To critically examine strategies to facilitate children’s learning and well-being. To articulate a philosophy of practice which reflects current theory about philosophy.

A personalised approach will be taken to this practicum – see information on pages 15-20

VISITING LECTURER VISITS A visiting lecturer will be allocated to support you through your teaching practice. Year One In year one visiting lecturers will visit you once during each practicum. If you are having difficulties it is possible that your visiting lecturer will visit you on at least two occasions. Year Two In year two visiting lecturers will visit you once during each practicum. If you are having difficulties it is possible that your visiting lecturer will visit you on at least two occasions. Year Three In year three your visiting lecturer will visit you on your Tuesday visits. During each practicum you will generally be visited at least twice by your visiting lecturer. You will normally receive eight visits in total over the year. However, if you are having difficulties your visiting lecturer may visit you more regularly. Your visiting lecturer will assess you in relation to the learning outcomes for the course. The visiting lecturer will spend some time talking with you and your Associate regarding progress in relation to the learning outcomes. During these discussions it is expected that you will be able to critically identify your growing strengths and the areas where you believe further learning is needed. Your visiting lecturer will expect this critical reflection to be informed by theory and research. If you experience difficulties at any time during your practicum the first point of contact should be your Associate. If the issues cannot be resolved you must contact your visiting lecturer or the paper co-ordinator. It is important any issues are dealt with urgently. This is an important part of your teacher education programme and should provide you with opportunities to become confident and competent in your role as an early childhood teacher. The Associate teacher’s role is to:  Facilitate open and honest communication in which the student feels he or she can trust and be trusted.  Ensure that all staff involved are clear about student requirements.  Consistently demonstrate techniques of sound practice in working with children and parents. The Associate teacher is a practitioner who passes on knowledge and skills and acts as a role model.  Challenge students to critically analyse situations they are involved with in their practice and encourage them to seek solutions to the problems and challenges as they arise.  Alert students to differences in practices or specific situations or incidents that may be outside the norm or peculiar to the situation.  Give students the opportunity to take a risk of making a mistake without ridicule or recrimination. Often students do hang back for fear of making a mistake so discuss this with the student.  Help students with their plans and written work. Associates should expect written work to be up to date at all times and available for discussion. It is important that staff show an interest by taking time to go through students’ work, thus also helping to build up a student’s confidence.  Help students develop a sense of professional responsibility.  Encourage students to share their ideas.  Provide regular feedback to students on their progress and offer support when needed.  Ensure the student is not given sole responsibility for children and is under supervision throughout the session.  Set parameters for toileting of children and supervision of sleeping children.  Ensure students are aware of centre policies and procedures, particularly in relation to fire and other emergency plans.

Personalised practicum The focus of practicum is to provide students with the opportunity to become a confident, competent and critically reflective early childhood teacher. The emphasis will be on a personalised learning approach. Personalised learning has become a strong focus in the school sector. ”This is based on the principle of tailoring education to individual need, interest and aptitude in order to fulfil every child and young person’s potential (DfeES 2004). This requires the school to be responsive to individuals rather than adopting a stance of expecting pupils always to fit in with existing practices.” (Ellis & Tod, 2009: 27) In this personalised approach to practicum students, alongside their associate and visiting lecturer will set directions for the learning journey. EDPR301 Professional Inquiry in(to) Practice 1 The learning outcomes of this paper are 1. To engage in critical inquiry into practice. 2. To critically examine the role of assessment and pedagogy in facilitating connectedness, continuity and complexity of children’s learning. 3. To integrate Te Reo me ōna Tikanga Māori into practice. 4.

To articulate how the political, social and cultural context impacts on the teacher’s role in ensuring the well- being of all children in Aotearoa-New Zealand.

These learning outcomes, together with the Graduating Teacher Standards, set the frame for what is to be achieved during the practicum. The aim of the personalized learning approach is to ensure graduating early childhood teachers who meet: (a) Learning Outcomes Engage in critical inquiry into practice. This will involve students  Demonstrating her/his journey towards the achievement of the Graduating teacher standards.  Critically reflecting on professional, curriculum and pedagogical practice using as a model of reflective practice Rogoff’s planes of analysis and other theories which have guided practice.  Being a “teacher as researcher” by systematically investigating an aspect of their practice.  Using these reflections to draft a philosophy of early childhood teaching. Critically examine the role of assessment and pedagogy in facilitating connectedness, continuity and complexity of children’s learning through  Engaging in assessment as a basis for planning to facilitate children’s learning with a particular focus on connectedness, continuity and complexity.  Identifying effective pedagogical strategies which provoke and inspire children’s learning and participation within the framework of Te Whāriki.  Using a range of subject areas in an integrated way to facilitate children’s learning. Integrates Te Reo me ōna Tikanga Māori into practice. This will be demonstrated through  Using Te Reo Maori during practice  Reflecting a bicultural approach in practice.

Articulate how the political, social and cultural context impacts on the teacher’s role in ensuring the well-being of all children in Aotearoa-New Zealand. This will be evident through  Demonstrating in practice the importance of relationships and showing how these impact on learning.  Demonstrating in practice the statutory and practical requirements of an early childhood teacher.  Working effectively with individual children and groups of children to ensure inclusive environments that are conducive to learning behaviours and children’s wellbeing.  Participating as an active member of a community of learners which involves, children, teachers and parents.  Articulating and advocating for early childhood in the social, political and cultural context of Aotearoa/ New Zealand.

EDPR302 Professional Inquiry in(to) Practice 2 Learning Aims and Objectives of Paper 1. 2. 3. 4. 5.

To evaluate professionalism in practice. To critically analyse and debate innovative and effective pedagogical practice. To create dialogue within a community of learners/community of practice. To critically examine strategies to facilitate children’s learning and well-being. To articulate a philosophy of practice which reflects current theory about philosophy.

Evaluate professionalism in practice. Students will:  Evaluate the way in which they develop and maintain relationships with children, and teachers.  Develop, maintain and evaluate strategies used to ensure meaningful relationships with the families of the children in the centre.  Reflect on and evaluate the early childhood legislative requirements as they impact on centre practice.  Reflect on and evaluate their behaviour in relation to the Code of Ethics.  Use Te Reo Māori during practice.  Reflect a bicultural approach in practice. Critically analyse and debate innovative and effective pedagogical practice. Students will:  Critically analyse their journey towards the achievement of the Graduating Teacher Standards  Demonstrate and justify innovation in pedagogical practice  Demonstrate the ability to analyse and debate effective pedagogical practice  Be able to apply Rogoff’s planes of analysis and other theories to discussions on effective pedagogical practice  Be able to identify areas of strength and areas requiring further development  Be able to create a context in which all children learn Create dialogue within a community of learners/community of practice. Students will:  Engage in dialogue and discussions with associates and teachers in the setting.  Work collaboratively with teachers and parents  Share their documentation of children’s learning with parents and incorporate parent aspirations for their children into planning.  Share their documentation of children’s learning with the children to encourage self assessment and metacognition

Critically examine strategies to facilitate children’s learning and well-being. Students will:  Ensure the environment is an exciting learning place  Have a clear rationale for the basis of learning opportunities provided  Involve children in decisions about their learning environment  Critically examine the strategies they use to facilitate children’s learning and wellbeing  Focus on the connectedness and continuity of learning for children Articulate a philosophy of practice which reflects current theory about philosophy. Students will:  Be able to articulate their own philosophy of early childhood education  Be able to use current theory to reflect on and analyse their practice and to critique their philosophy of early childhood education (b) Graduating Teacher Standards – see appendix 3 Example of what has been given to students in relation to a personalised plan Personalised learning/teaching plan This is to be completed in collaboration with your Associate together with the support of your visiting lecturer. EDPR301/EDPX301 Professional Inquiry in(to) Practice 1 Initially you will develop a plan for Tuesday visits and then later in the semester a new plan will be developed for your practicum. Regard the plan as a “work in progress”. After discussion with your Associate and visiting lecturer revisions can be made. Keep a copy of your plans in your portfolio as these will be the basis upon which you develop your documentation which will be handed in at the end of the block practicum.

Learning

Roles and tasks

Engage in critical inquiry into practice.  Demonstrate progress towards the achievement of the Graduating teacher standards  Critically reflect on professional, curriculum and pedagogical practice Using these reflections to draft a philosophy of early childhood teaching. Assessment and pedagogy in facilitating connectedness, continuity and complexity of children’s learning through  Engaging in assessment as a basis for planning to facilitate children’s learning with a particular focus on connectedness, continuity and complexity  Demonstrating a range of pedagogical strategies which provoke and inspire children’s learning and participation within the framework of Te Whāriki  Using a range of subject areas in an integrated way to facilitate children’s learning Te Reo me ōna Tikanga Māori integrated into practice.  Uses Te Reo Māori during practice  Reflects a bicultural approach in practice. Articulate how the political, social and cultural context impacts on the teacher’s role in ensuring the well- being of all children in Aotearoa-New Zealand. This will be evident through  Demonstrating the importance of relationships and showing how these impact on learning  Working effectively with individual children and groups of children to ensure inclusive environments that are conducive to learning behaviours and children’s wellbeing.  Participating as an active member of a community of learners which involves, children, teachers and parents.  Articulating and advocating for early childhood Graduating Teacher standards

Describe the standards you will be focusing on

Responsibilities Other requirements

NB You should have your plan with you at all times.

Comments

PROFESSIONAL INQUIRY IN(TO) PRACTICE 2

Learning

Roles and tasks

Evaluate professionalism in practice  Evaluate the way in which they develop and maintain relationships with children, and teachers  Develop, maintain and evaluate strategies used to ensure meaningful relationships with the families of the children in the centre  Reflect on and evaluate the early childhood legislative requirements as they impact on centre practice  Reflect on and evaluate their behaviour in relation to the Code of Ethics  Use Te Reo Māori during practice  Reflect a bicultural approach in practice

To critically analyse and debate innovative and effective pedagogical practice.    

 

Critically analyse their journey towards the achievement of the Graduating Teacher Standards Demonstrate and justify innovation in pedagogical practice Demonstrate the ability to analyse and debate effective pedagogical practice Be able to apply Rogoff’s planes of analysis and other theories to discussions on effective pedagogical practice Be able to identify areas of strength and areas requiring further development Be able to create a context in which all children learn

To create dialogue within a community of learners/community of practice.   



Engage in dialogue and discussions with associates and teachers in the setting. Work collaboratively with teachers and parents Share their documentation of children’s learning with parents and incorporate parent aspirations for their children into planning. Share their documentation of children’s learning with the children to encourage self assessment and metacognition

Comments

To critically examine strategies to facilitate children’s learning and wellbeing.     

Ensure the environment is an exciting learning place Have a clear rationale for the basis of learning opportunities provided Involve children in decisions about their learning environment Critically examine the strategies they use to facilitate children’s learning and wellbeing Focus on the connectedness and continuity of learning for children

To articulate a philosophy of practice which reflects current theory about philosophy.  

Be able to articulate their own philosophy of early childhood education Be able to use current theory to reflect on and analyse their practice and to critique their philosophy of early childhood education

Graduating Teacher Standards Responsibilities Other requirements

APPENDIX 1 – REFERENCES Anning, A., Cullen, J. & Fleer, M. (Eds.). (2004). Early childhood education: Society and culture. London: Sage. Arthur L., Beecher B., Farmer S., & Death E. (2005) Programming and planning in early childhood settings (3rd Ed) Southbank, Victoria, Australia: Thomson Learning Barlow C. (2004) Tikanga whakaaro: Key concepts in Maori culture. Auckland, New Zealand: Oxford University Press. Bronfenbrenner, U. (1996). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Josey Bass. Brookfield, S. (2002). The getting of wisdom: What critically reflective teaching is and why it’s important. Retrieved July 6, 2004 from National Louis University website http://www.nl.edu/academics/cas/ace/facultypapers/StephenBrookfield_wisdom.cfm. Carr, M. (2001). Assessment in early childhood settings: Learning stories. London: Paul Chapman. Champion R. (2006) The new Pakeha face: The interface between the new Pakeha and tikanga Maori: How can it be optimised in early childhood centres? Early Education, 39, 6-9 Cullen, J. (1999). Children’s knowledge, teachers’ knowledge: Implications for early childhood teacher education. Australian Journal of Teacher Education, 24 (2), 15-25. Dahlberg, G., Moss, P. & Pence, A. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. London: Falmer. Dockett, S. & Fleer, M. (1998). Play and pedagogy in early childhood: Bending the rules. Sydney, New South Wales: Harcourt Brace. Edwards, S. (2009) Early Childhood Education and Care. A sociocultural approach. Castlehill NSW: Pademelon Edwards S. (2006) ‘Stop thinking of culture as geography’: early childhood educators’ conceptions of sociocultural theory as an informant to curriculum. Contemporary Issues in Early Childhood, 7 (3), 238-252 Farquhar, S. (2003). Quality teaching early foundations: Best evidence synthesis. Wellington, New Zealand: Ministry of Education. Fleer, M. & Richardson, C. (2004). Observing and planning in early childhood settings: Using a sociocultural approach. Watson, ACT: Early Childhood Australia Inc. Fleer M., Edwards, S., Hammer M., Kennedy A., Ridgeway A., Robbins J. (2006) Early childhood learning communities. Socialcultural research in practice. Frenchs Forest NSW: Pearson Education Australia. Foote, L., Smith, J. & Ellis, F. The impact of teachers’ beliefs on the literacy experiences of young children: A New Zealand perspective. Early Years International Research Journal, 24 (2), 135147. Fu, V., Hill, L. & Stremmel, A. (2005). Teaching as inquiry: Re-thinking curriculum in early childhood education. United States of America: Pearson Education, Inc. Gerber, M. (2002). Dear parent: Caring for infants with respect. Los Angeles: Resources for Infant Educarers. Goodfellow, J. & Sumsion, J. (2000). Transformative pathways: Field-based teacher educators’ perceptions. Journal of Education for Teaching, 26 (3), 245-257. Haggerty, M. (2003). Reconceptualising notions of curriculum: The Case of Te Whaariki. NZ Research in Early Childhood Education, 6, 35-50.

Hattie, J. (2003). Distinguishing expert teachers from novice and experience teachers: Teachers make a difference: What is the research evidence. A paper presented at the Australian Council for Educational Research Conference, Melbourne. Hedges H. (2003, autumn). Teaching and learning: Theories that underpin “wise” practice in Aotearoa/New Zealand. Early Education, 31, 5-12. Jordan, B. (2004). Scaffolding learning and co-constructing understandings. In A. Anning, J. Cullen & M. Fleer (Eds.), Early childhood education: Society and culture (pp. 31-42). London: Sage. Ka’ai T., Moorfield J.C., Reilly M.P.J., & Mosley S. (Eds) (2004). Kit e whaiao: an introduction to Maori culture and society. Auckland, N.Z.: Pearson Longman. Keesing-Styles L., & Hedges H. (2007) Theorising early childhood practice: Emerging dialogues. Castle Hill, NSW: Pademelon. Linke, P. (2006) Managing change with infants and young children. Watson, ACT. Early Childhood Australia. MacNaughton, G. (2003). Shaping Early Childhood. Learners, curriculum and contexts. Berkshire, Open University Press MacNaughton G., & Williams G. (2005) Techniques for teaching young children: Choices in theory and practice. Frenchs Forest, New South Wales, Australia: Pearson Education Australia Manning-Morton, J. (2006). The Personal is Professional: professionalism and the birth to threes practitioner. Contemporary Issues in Early Childhood, 7, 1, 42-51 New Zealand Ministry of Education (2004) Kei tua o te pae: Assessment for learning: Early childhood exemplars. Wellington: Learning Media. New Zealand Teachers Council. Code of ethics for registered teachers. Retrieved 9 June, 2006, from www.teacherscouncil.govt.nz/ethics/code.stm. Nolan, A. & Reynolds, B.(2008) Portfolios: Documenting a journey. Watson, ACT. Early Childhood Australia. Nuttall, J. (2003). Influences on the co-construction of the teacher role in early childhood curriculum: Some examples from a New Zealand childcare centre. International Journal of Early Years Education, 11 (1), 23-33. Nuttall, J. (Ed.). (2003).Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum documenting theory and practice. Wellington: New Zealand Council for Educational Research. O’Connor, A. & Diggins, C. (2002). On reflection: Reflective practice for early childhood educators Wellington, New Zealand: Open Mind Publishing. Ritchie, J. (2003). Te Whāriki as a potential lever for bicultural development. In J. Nuttall (2003). Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice (pp. 79-109).Wellington, New Zealand: New Zealand Council of Educational Research. Robbins J. (2005) Contexts, collaboration, and cultural tools: a sociocultural perspective on researching children’s thinking. Contemporary Issues in Early Childhood. 6 (2), 140-149 Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. Rogoff, B. (2003) The cultural nature of human development: Oxford, Oxford University press. Rogoff, B., Matusov, E. & White, C. (1998). Models of teaching and learning: Participation in a community of learners. In D. R. Olson & N. Torrence (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 388-414). Oxford, England: Blackwell.

Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R. & Bell, D. (2002). Research report, no. 356: Researching effective pedagogy in the early years. Norwich, England: Queens’s Printer. Stonehouse, A. & Gonzalez-Mena, J. (2004). Making links: A collaborative approach to planning and practice in early childhood services. Castle Hill, New South Wales, Pademelon Press.

APPENDIX 2 STUDENTS ON PRACTICUM – GENERAL NOTES Ethical Guidelines Students are expected to meet the following criteria:  To work within the policies as set out by the management of the early childhood service and the University of Otago College of Education.   

Students will be accountable to their associate teacher Students will be respectful and sensitive to children’s rights Any work undertaken with children will be culturally appropriate

Supervision       

Relieving - students are not permitted to relieve for staff while on practicum. Students do not stand in the same legal position as early childhood staff. As a consequence they are not “on duty” in the same sense as a staff member. Therefore they cannot be responsible for supervising children on an excursion alone. No student should be responsible for the whole outdoor area or indoor area or take children for an excursion. The Associate retains the responsibility for the care and control of children. Students are working with experienced staff. They should not be responsible for children who are unwell whose parents are late coming for them. Students should not be responsible for opening or locking the early childhood centre. If students are to be involved in toileting children this should be under the supervision of staff.

Dress  

While in the early childhood centre, students are under the direct control of the supervisor or head teacher. All students are expected to maintain a suitable standard of dress, ie neat and tidy and wear suitable footwear.

The Associate is asked to accept the same responsibility in this respect as for their own staff. If a student’s response to the Associate’s request about dress is unsatisfactory, then s/he should contact the College.

Guiding Children’s Behaviour 

Students have no authority to reprimand a child. If a child is causing a problem in the group or learning area, then the student should discuss this with the Associate who will give appropriate support and guidance.

Arrival Time  

All students must be in attendance and ready to assist staff before the commencement of the morning session or in accordance with the head teacher or supervisor’s request. At the conclusion of the session students can be expected to remain for a reasonable time for either professional discussions and/or preparation for the next day.

Absences   

Students are required to phone the Associate early in the morning (preferably before 8 am) or as soon as practicable. Students should note the Associate’s phone number. Students are also required to inform the College as early as possible on the day of absence. Any absences from practicum must be made up. This is to be arranged between the student, associate and visiting lecturer.

Leave 

Occasionally a student may ask for leave for a period during the posting. Unless there is evidence of a medical or dental appointment, which cannot be arranged at any other time. requests for leave should be referred to the Co-ordinator of the paper.

Statutory Requirements Students are expected to act in accordance with the Early Childhood Regulations, Code of Ethics and centre policies and procedures at all times.

STUDENTS IN EARLY CHILDHOOD SETTINGS Important Points for Students on Practicum 1

Attitude Show your interest in the work of the setting/centre, individual children or parents.

2

Relationships with children Learn children’s names as quickly as possible. Be friendly and courteous with them. Do not laugh at children, play sensibly with them. Avoid singling some children out for special attention.

3

Speech Endeavour to develop your speaking voice. Your voice is one of your best teaching tools. Aim to give the children a good pattern of spoken English.

4

Staff relationships If given the freedom of the staffroom or use of teacher’s personal equipment, books, etc, respect these privileges, particularly in keeping things tidy and returning all books and material borrowed. Remember to observe centre policy on smoking, morning/afternoon tea, telephone calls, etc. When students are placed in a home based setting, remember this is someone’s home.

5

Valuables Never leave valuables in the early childhood centre.

6

Preparation Discuss preparation of assignments with your Associate. Her first responsibility is to the children and parents, so she will expect that you will be fully prepared for your early childhood practicum.

7

Problems Do not hesitate to discuss your weaknesses or areas of concern with your Associate/supervisor. Remember she is your adviser during the posting. Her work with you will be more effective if you have indicated where you feel you need help and advice.

8

College assistance If you are in need of help your College lecturers will be only too happy to help. If you are having major problems or difficult then you should discuss these with the early childhood lecturers.

Associate teachers and staff welcome you to their early childhood settings to help you develop your skills. However, you must endeavour to be as helpful and co-operative as you can. This knowledge and will enable you to gain the respect of your colleagues, as well as gaining the greatest possible benefit from the practicum.

WHEN THINGS GO WRONG If you have difficulties during your practicum in the first instance contact your visiting lecturer. The next point of contact is the Paper Co-ordinator. It is important difficulties are resolved quickly so please seek out assistance early. Remember – be professional at all times.

Appendix 3: Graduating Teacher Standards: Aotearoa New Zealand These standards recognise that the Treaty of Waitangi extends equal status and rights to Māori and Pākehā alike. Graduates entering the profession will understand the critical role teachers play in enabling the educational achievement of all learners. Standards Professional Knowledge Standard 1: Graduating Teachers know what to teach a. have content knowledge appropriate to the learners and learning areas of their programme. b. have pedagogical content knowledge appropriate to the learners and learning areas of their programme. c. have knowledge of the relevant curriculum documents of Aotearoa New Zealand. d. have content and pedagogical content knowledge for supporting English as an Additional Language (EAL) learners to succeed in the curriculum. Standard 2: Graduating Teachers know about learners and how they learn a. have knowledge of a range of relevant theories and research about pedagogy, human development and learning. b. have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation. c. know how to develop metacognitive strategies of diverse learners. d. know how to select curriculum content appropriate to the learners and the learning context. Standard 3: Graduating Teachers understand how contextual factors influence teaching and learning a. have an understanding of the complex influences that personal, social, and cultural factors may have on teachers and learners. b. have knowledge of tikanga and te reo Māori to work effectively within the bicultural contexts of Aotearoa New Zealand. c. have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand. Professional Practice Standard 4: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment a. draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating. b. use and sequence a range of learning experiences to influence and promote learner achievement. c. demonstrate high expectations of all learners, focus on learning and recognise and value diversity. d. demonstrate proficiency in oral and written language (Māori and/or English), in numeracy and in ICT relevant to their professional role. e. use te reo Māori me ngā tikanga-a-iwi appropriately in their practice. f. demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners.

Standard 5: Graduating Teachers use evidence to promote learning a. systematically and critically engage with evidence to reflect on and refine their practice. b. gather, analyse and use assessment information to improve learning and inform planning. c. know how to communicate assessment information appropriately to learners, their parents/caregivers and staff. Professional Values and Relationships Standard 6: Graduating Teachers develop positive relationships with learners and the members of learning communities a. recognise how differing values and beliefs may impact on learners and their learning. b. have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whānau and communities. c. build effective relationships with their learners. d. promote a learning culture which engages diverse learners effectively. e. demonstrate respect for te reo Māori me ngā tikanga-a-iwi in their practice. Standard 7: Graduating Teachers are committed members of the profession a. uphold the New Zealand Teachers Council Code of Ethics/Ngā Tikanga Matatika. b. have knowledge and understanding of the ethical, professional and legal responsibilities of teachers. c. work co-operatively with those who share responsibility for the learning and wellbeing of learners. d. are able to articulate and justify an emerging personal, professional philosophy of teaching and learning.

APPENDIX 4 – ASSOCIATE/STUDENT CONTRACT STUDENT – ASSOCIATE TEACHER CONTRACT This contract is designed to assist with communication and understanding between early childhood students and Associates. Please sign and date the form when you have recorded and completed your discussion. 1

Names .................................................................................................................................................................... What will the student call parents/caregivers/staff? .............................................................................................. What will the children call the student? ................................................................................................................

2

Associate Teacher’s phone number ....................................................................................................................... Student phone number ...........................................................................................................................................

3

Hours Time of arrival ....................................................................................................................................................... Time of departure (approx) ................................................................................................................................... Lunchtime arrangements ....................................................................................................................................... Note: If in a kindergarten it is expected that students will complete the entire shift and start and finish at the same time as their associate teacher. If in an education and care centre, students will complete a 35 hour week (7 hrs per day which excludes a lunch break). Students should strive to gain experience of a variety of early and late shifts.

4

Telephone Are personal calls able to be received? ................................................................................................................. When are personal calls able to be made? ............................................................................................................. Is there a cost? ....................................................................................................................................................... Who answers the phone? ....................................................................................................................................... Where are messages recorded? .............................................................................................................................

5

Responsibilities What are the student's responsibilities in daily routines? ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................

6

Centre Guidelines Please outline these (eg hygiene and safety rules/routines/expectations, smoking, tea and coffee arrangements)? ................................................................................................................................................................................

7

Emergency procedures (eg fire, earthquakes, accident) Please outline these ................................................................................................................................................

8

Child Management Strategies Are there any special circumstances? .................................................................................................................... …………………………………………………………………………………………………………

9

Centre Guidelines/Policy related to photos of children ………………………………………………………………………………………………………

10

A regular time for discussion .............................................................................................................................

11

Confidentiality .....................................................................................................................................................

Student

......................................................................

Associate

.........................................................................

Date

......................................................................

Date

.........................................................................

It is the responsibility of the student to return a copy of this contract to their College visiting lecturer with their posting notes.

Conditions of Student Placement 1

The student will be supervised by the Associate or a trained staff person at all times.

2

It is the responsibility of the student to ensure that all planning is discussed and viewed by the Associate before it is carried out.

3

Confidentiality regarding individual students will be maintained at all times.

Letter Sample

Dear ……………………. I am a student in the early childhood programme at the University of Otago College of Education. As part of the teaching practicum requirement I need to observe children in order to support my role in planning to extend children’s learning and development. I would like to observe your child …………………………… in a regular play session here at the early childhood centre. I will share any information that I record with you. If you initially consent and then change your mind later, you have the right to withdraw at any stage. Please indicate your consent by signing on the dotted line.

…………………………………………… Your support is very much appreciated