A Collaborative Approach to Transitions in Dannevirke

Autor/inn/en	Bond, Lisa; Brown, Jo; Hutchings, Jenna; Peters, Sally
Titel	A Collaborative Approach to Transitions in Dannevirke
Quelle	In: Early Childhood Folio, 23 (2019) 2, S.18-23 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0112-0530
Schlagwörter	Foreign Countries; Early Childhood Teachers; Teacher Collaboration; Young Children; Pacific Islanders; Educational Practices; Play; Faculty Development; National Curriculum; Educational Objectives; Goal Orientation; Transitional Programs; Well Being; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Bildungspraxis; Spiel; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Well-being; Wellness; Wohlbefinden; Neuseeland
Abstract	In this article we present some initial findings from a Teacher-led Innovation Fund study undertaken in a kahui ako based in the small community of Dannevirke. Teachers from the eight early childhood education (ECE) services and six schools have worked together to explore teacher practice and research the impact of teacher pedagogy on the transition, wellbeing, and academic engagement of tamariki in their community. The findings demonstrate that while, initially, there was little understanding or use of the other sector's curriculum, teachers have been sharing their knowledge and expertise across sectors, leading to deeper understandings of children's learning and the links between curricula. Using knowledge gained, each setting has been working on its own goals. Two trends in these goals have been to enhance the confidence and independence of tamariki in ECE and offering play-based pedagogies in the new entrant classrooms. The study shows the power of teachers working across sectors and the possibilities when teachers come together to work for the benefit of tamariki across their whole community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01