Abstract:
This study examines children’s development and incorporation of literacy expertise
across multiple sites and the transitions to school by four Māori preschool children, their
whānau (families) and their teachers in Aotearoa/New Zealand. This study is embedded
in a Kaupapa Māori framework of understanding and explaining teaching and learning
processes across multiple sites of learning for children whose practices reflect ways of
being and acting Māori. Descriptions of teaching and learning processes are also
explained utilising a co-constructivist theoretical framework. These descriptions and
explanations focus on the psychological processes of learning and development that
children, whānau and teachers’ engage in their practice.
A two phase case study design was employed that examines the teaching and learning
processes of literacy across multiple sites. The first phase provides qualitative data that
describes and explains how the different sorts of literacy and language activities are coconstructed
by whānau and children. The ways by which literacy activities are
constructed are inherent in parents ideas about teaching and learning reflected out of
their diverse pedagogical practices. The distinct pedagogical practices also highlight the
multiple pathways to learning that children developed and experienced in becoming an
expert. This study also reported the influence of early educational settings as alternative
and multiple contexts by which learning is organised and constructed. The different
contexts provided families with specific ideas and practices about the teaching and
learning process.
The second phase of the study provides descriptions of how children’s literacy expertise
was incorporated into classroom literacy and language activities. This phase of the study
examines how teachers provided opportunities by which children’s literacy expertise was
incorporated into classroom activities. This study reported incidents where incorporation
of children’s level of literacy expertise was enhanced while other children’s literacy
expertise was discouraged in classroom activities. The significance of the reported
differences of incorporation was provided from teacher’s ideas and beliefs about
children’s literacy expertise upon entry to school. The study showed how teacher’s ideas
reflected the way that they organised and constructed literacy activities. Teacher’s ideas
also reflected their awareness of the diversity of children’s literacy expertise. The earlier
phase of this study examined the multiple ways and multiple contexts by which children
learn and develop literacy expertise. Incorporation of children’s literacy expertise into
classroom activities was determined by the degree to which teachers made connections
that resonated children’s expertise. This was also determined by teacher’s instructional
practices in the context of the classroom environment.
The implications of this study make important contributions to pedagogical practices for
teachers in classroom environments. The descriptions and explanations reported in this
study highlight the complexities of teaching and learning for children of diverse cultural
and language communities.