Formal Schooling for 5 Year Olds in New Zealand.

Autor/in	Thornley, Christina
Titel	Formal Schooling for 5 Year Olds in New Zealand.
Quelle	(1996), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Classroom Environment; Developmentally Appropriate Practices; Educational Environment; Foreign Countries; Individualized Instruction; National Curriculum; Primary Education; School Readiness; Student Adjustment; Student Centered Curriculum; Student Needs; Teaching Methods; Young Children; New Zealand + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Entwicklungsbezogene Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Individualisierender Unterricht; Primarbereich; Readiness for school; School ability; Schulreife; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Neuseeland
Abstract	Compulsory schooling commences for children in New Zealand when they are 6 years old, but all primary schools accept children from the day of their fifth birthday. On any school day, a new pupil may enter the class for new entrants and become part of the school system. This article explores the creation of an appropriate environment for these new entrants, advocating child-centered learning activities in which demands of the national curriculum are balanced with attention to emotional needs and social development. The article begins with a brief description of New Zealand's "National Curriculum Framework" and points out the need for teacher competence in incorporating the needs of 5-year-olds into the design of their class program. It next discusses aspects of new entrants' transition to school, such as conforming to a schedule and relating to peers, and advises teachers to know each child's abilities individually in order to adapt curriculum standards to their developmental needs. The remainder of the article concerns the design of learning activities, suggesting that teachers remember variety in learning styles, promote independent activity, and create a stable, physically-conducive classroom environment. (EV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC