Weaving RIE with Te Whāriki: Re-thinking family involvement in assessment of learning dispositions

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dc.contributor.author Cooper, Maria en
dc.contributor.author Hedges, Helen en
dc.contributor.author Dixon, HR en
dc.date.accessioned 2015-07-17T04:43:42Z en
dc.date.issued 2014 en
dc.identifier.citation Early Child Development and Care., 2014, 184 (5), pp. 733 - 748 en
dc.identifier.issn 0300-4430 en
dc.identifier.uri http://hdl.handle.net/2292/26306 en
dc.description.abstract Families play important roles in children's learning. Yet, teachers' values and beliefs may sway how families may participate in assessment of their child's learning within early childhood education. This paper reports on a qualitative case study in a New Zealand early childhood setting that explored teachers' views about involving families in assessment of infants’ and toddlers’ dispositional learning. Methods comprised interviews with five teachers, researcher field notes and documentation about children's learning. Findings suggested that teachers’ views about learning dispositions, teaching and assessment positioned families as consumers of, rather than participants in, assessment. Theoretical tensions arose between Gerber's Resources for Infant Educarers (RIE) approach that guided teachers' philosophy and practice and Te Whāriki, the mandated early childhood curriculum of New Zealand. The paper argues that weaving RIE with a national curriculum framework requires teacher engagement in critical thinking and discussion regarding actively involving families in assessment. en
dc.relation.ispartofseries Early Child Development and Care. 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. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0300-4430/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Weaving RIE with Te Whāriki: Re-thinking family involvement in assessment of learning dispositions en
dc.type Journal Article en
dc.identifier.doi 10.1080/03004430.2013.818987 en
pubs.issue 5 en
pubs.begin-page 733 en
pubs.volume 184 en
pubs.author-url http://www.tandfonline.com/doi/abs/10.1080/03004430.2013.818987#.U45FOJSSxFI en
pubs.end-page 748 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 423025 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.org-id Learning Development and Professional Practice en
dc.identifier.eissn 1476-8275 en
pubs.record-created-at-source-date 2014-03-21 en

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