Early Childhood Teachers’ Understandings of Children’s Learning in New Zealand and Bahrain

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dc.contributor.advisor Farquhar, S en
dc.contributor.author Saleh, Khatoon en
dc.date.accessioned 2013-08-05T21:45:31Z en
dc.date.issued 2013 en
dc.identifier.uri http://hdl.handle.net/2292/20664 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract The aim of this study was to gain an insight into how early childhood teachers from New Zealand and Bahrain understand children’s learning. Considering the different cultural make up of each country, this research was based on the premise that the historical, societal and political traditions of any country will inform early childhood teachers’ understandings of children’s learning. An interpretive, qualitative methodology was employed. Four early childhood teachers from each country (a total of eight teachers) where interviewed about their understandings of how children learn. A range of early childhood documentation including the New Zealand curriculum, Te Whāriki and Bahrain early childhood curriculum was examined. Data were analysed thematically, using Miles and Huberman’s (1984) framework of qualitative data analysis. The key findings of the study were that the New Zealand teachers understood children’s learning with regard to children’s socialisation and learning dispositions. Teachers primarily viewed their role as empowering these dispositions through the context of meaningful relationships, in addition to respecting children’s individual development. With Te Whāriki as the main influence, teachers prioritised play as the most important aspect for children’s overall learning. Teachers appeared to possess a strong foundational knowledge of Te Whāriki which was evident through their frequent reference to empowerment, holistic development and relationships. In Bahraini, teachers understood children’s cultural and religious socialisation to be a primary goal. Children learning appropriate and expected behaviours was also seen to be important. Consideration of parental and societal pressure in regard to more formal school preparation and acquisition of academic skills also appeared to be extremely important. Play was seen as the most suitable method to engage children with different lessons. Two of the four teachers, however, raised concerns that even with the huge dependency on play, putting the child under the pressure of studying might not be favourable. The Bahraini early childhood curriculum is not compulsory but teachers appeared to have knowledge of the curriculum through their discussion of the learning strategies, learning corners and the educational units that guide the teaching process throughout the school year. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Early Childhood Teachers’ Understandings of Children’s Learning in New Zealand and Bahrain en
dc.type Thesis en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The Author en
pubs.elements-id 405194 en
pubs.record-created-at-source-date 2013-08-06 en


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