Jean Rockel, - OAS Proyectos Actividad... · Jean Rockel, II World Congress on ... Waitangi with...
Transcript of Jean Rockel, - OAS Proyectos Actividad... · Jean Rockel, II World Congress on ... Waitangi with...
New
Zea
lan
d
Jean Rockel, II World Congress on early childhood:
“The formation and in-service training of
educational agents for early childhood care”
26 September 2012.
4 and half million people
Originally Polynesian - Maori
Colonized by British; in 1840 Treaty of Waitangi with Maori chiefs: bicultural society.
3 official languages: English/Maori/Sign
Ethnic diversity: Pasifika people, Asian, Indian and European population.
Equity.
20 hours free care and education for 3-4 year olds in teacher-led services. Care for under-3
home-based and care and education services.
The New Zealand context:
◦ Curriculum document: “Te Whariki”
◦ History of NZ care and education
◦ Pedagogy
◦ Initial teacher education: diploma/degree
1 year graduate pathway
Classes full-time/part-time on-campus
‘Distance learning’: on-line (computer)
Field-based: work and study
Te Whariki for a diverse
sector.
A curriculum
for the infant, the toddler
and the young child.
… to grow up as competent and
confident learners and communicators,
healthy in mind, body, and spirit, secure
intheir sense of belonging and in the
knowledge that they make a valued
contribution to society.
The context:
“The care of infants is specialised and is neither a scaled-down three- or four-year-old programme nor a baby-sitting arrangement” (p.22).
The notion of ‘teaching’ infants and toddlers is often misunderstood -previously viewed as ‘baby minding’ or modified practice for older children (Rockel, 2009).
50% of staff with children up to three are required to have an EC teaching qualification recognised by the NZ Teachers Council (Ministry of Education, 2012).
Change in social patterns:
2006-2010 growth in numbers of children under one increased 29.5% and under two by 21.5% (Ministry of Education, 2012).
Previous century
• Passive infant
• Needy, incapable
• ‘Precious’ objects
A different lens
21st century
Interactive infant
With capabilities
With rights
A shift in thinking: from a straight-forward idea
based on physical care, to a complexity
of ideas involving ethical responsibilities.
Baby ‘immature’ .. new life Infant ‘no speech’ .. a communicator Toddler ‘can’t walk’ (yet) .. an explorer
DISCOURSE
The images that we hold of a child will be
In order to look to the future, we need to examine different discourses from the past and present, that will impact upon our view of the infant as learner.
‘Safety’
‘Free to play’
A charitable gaze.
1902 Mother Aubert, and her sisters,
opened NZ’s first creche to enable
poor and/or unmarried mothers to
work during the day, funded by
charitable donations.
1907 Home of
Compassion,
For ‘healthy foundlings
and children suffering
from incurable diseases
and complaints’.
The logos of the Plunket Society’s health care
movement were ‘To help the mothers and save the
babies’. Truby King and the Maori leader Maui Pomare
used this slogan as both Maori and European were
concerned about the survival rates of infants.
Dr. Truby King helped found the
Plunket Society in 1907.
A health
gaze
Truby King believed in a regulated and imposed sense of order.
Has this impacted our EC services
today? Why?
A medical gaze.
Protection of newborns from widespread fear of infection - the flu epidemic.
Later they were to discover that hospitals could contribute their own risks.
20th century
A’oga Fa’a Samoa Early Childhood Centre,
1990, the first licensed and chartered Pacific islands centre.
An emphasis on health and hygiene (medical model of care)
‘the-more-the-better- (more mobiles, language ‘stimulation’; educational learning materials.
Anne Stonehouse (2003)
The ‘dance’ of
relationships:
teachers
respond
to the child
Dalli, Kibble,
Cairns-Cowan,
Corrigan &
McBride (2009).
title
Features –
New researPeer reviewed, quality assured articles;
ch; curriculum matters; position papers; reviews;
cultural perspectives
National ‘priorities’ – IT, literacy, numeracy.
Research on neurobiology
Cultural studies
Ethics; social justice
Health studies, environmental factors and infection control
Multi-disciplinary frameworks
Philosophy
Politics and policy
In addition to psychology and education.
Bachelor of Education (Teaching) (ECE)
3 years (or equivalent)
Content:
History & society; Te Whariki;
Development, learning and teaching
Health and wellbeing
Technology; Science; Maths; Social sciences
Arts (art/music/drama/dance);
Language and literacies; te reo Maori
Play and pedagogy; Infant-toddler pedagogies.
◦ “The regulatory regime has minimum standards that are too low; the infant and toddler content in teacher education programmes is too meagre.” (p.xx)
what to reduce or remove –
pragmatic attempts are made to distribute content across several
units of study with a birth-to-five
focus.
Ultimately this reduces content with the focus on the very first years.
Clarity in content UtoT Lack of visibility of UtoT
5 providers (all universities) with specialised courses
Specialised courses had substantive, up-to-date references
In-depth assessments for UtoT.
Specialised lecturer knowledge.
6 providers with material spread across
Content birth to five
years, minimal content children up to 3
Assessment optional
Insufficient specific
research
International reputation for institutional care
Paediatricians; pedagogues (Masters degree; caregivers (College degree). In-house training
(2 year mentoring)
Content: child development; movement; play; education during care; observation; theories of learning (Vygotsky/Winnicott/Meltzoff); self-awareness – personal stories of relationships; working with parents; philosophy of respect.
(1) “Jack” infants-toddler & families course Quality in group settings Te Whariki Understanding self – understanding others Discourses of care Environments and spaces Transitions: emotional, cultural and linguistic
continuity Philosophies of practice Diverse perspectives/diversity Teacher panel.
Socio-cultural historical-political issues of care and education.
Philosophies of practice and cultural perspectives
Infant-toddler learning and development and analysis of selected theoretical perspectives
Three themes: Security (brain research); identity (diversity); and exploration (play)
Care in curriculum; learning environments.
Selected curriculum topics for student research, e.g. music.
Philosophies of practice, for example:
‘Respect’ – Resources for infant educarers (RIE) (Magda Gerber)
‘Free movement’ Pikler Institute
‘Image of the child’ Reggio Emilia
Indigenous models: ◦ Tapa wha – holistic wellbeing philosophy (Maori)
◦ Samoan spirituality
Rosemary Roberts (2010) .. Interdependence of four constructs:
“Firstly, agency;
Secondly, belonging;
Thirdly, communication
Fourthly, physical wellbeing?”
(p.29)
“What is the place of love and care in our profession?” (Dalli, 2006; Hughes, 2010)
“Is education inclusive of care?”
Caring encounters are learning experiences for the very young … “it is by being the cared-for that he or she will learn how to be the one-caring”.
(Goldstein, 1998, p.3, in
Rockel, 2009)
A professional identity?
Is the person with infants a ‘caregiver’…
primary caregiver or key teacher/key
person?
worker, director, supervisor, educator
teacher? Whaea/kaiako, faiaoga?
A caring teacher as smiling with warm hugs obscures the complexity and intellectual challenges for teachers (Goldstein, 1998).
Contemporary beliefs are based on a culture of thinking, reflection, debate and dialogue by adults;
deep and broad knowledge of child development
appreciation of the active role infants play in their own learning.
Anne Stonehouse (2003)
Involves the ‘big picture’ of caring
Showing empathy
Caring about the quality of services
Social justice
“… curriculum is only a guide or a book on a shelf – it requires teachers to mediate the content with pedagogy to put ideas
into action.” J. Rockel (2009, p.7)
PEDAGOGY IS VALUES-BASED, INFORMED BY
THEORIES OF LEARNING/TEACHING AND PHILOSOPHIES (of practice)
Rather than a vision of the world full of self-sufficient individuals “we live instead in an interdependent world in which our moral values are created through the way we relate to each other, starting as early as babyhood”.
(S. Gerhardt, 2011, p.5)
Social change has impacted our views of teaching and learning.
Practice has moved beyond task
efficiency and towards thoughtful consideration of scientific knowledge and philosophies and values.
What will pedagogy for children up to 3
mean for teacher-education programmes and curriculum in EC care and education centres?
Dalli, C. (2006). Re-visioning love and care in early childhood: Constructing the future of our profession. The First Years Nga Tau Tuatahi NZ Journal of Infant and Toddler Education, 8(1), 5-11.
Dalli, C., Kibble, N., Cairns-Cowan, N., Corrigan, J. & McBride, B. (2009). Reflecting on primary caregiving through action research. The First Years Nga Tau Tuatahi NZ Journal of Infant and Toddler Education 11(2), 38-46.
Gerhardt, S. (2011). The selfish society: how we all forgot to love one another and made money instead. London: Simon & Schuster.
Hughes, R. (2010). Where is the love? Putting love at the heart of early childhood teaching. The First Years Nga Tau Tuatahi NZ Journal of Infant and Toddler Education 12(2), 25-28.
Roberts, R. (2010). Wellbeing from birth. London: SAGE.
Rockel, J. (2009). A pedagogy of care: Moving beyond the margins of managing work and minding babies. Australasian Journal of Early Childhood 34(3), 1-8.