Engaging with holistic curriculum outcomes: deconstructing ‘working theories’

Abstract

International debates persist about what constitutes desirable outcomes from early childhood education experiences. The New Zealand early childhood curriculum brings together academic and social-pedagogic outcomes as interdependent holistic constructs named ‘dispositions’ and ‘working theories’. These constructs are complex notions that require interpretation by researchers and teachers in order to be recognised as outcomes by those with a vested interest in children's education: parents and policy-makers. This paper engages with the construct of working theories. It explains its genesis and outlines research activity thus far. The paper draws on findings from a two-year qualitative research project exploring children's interests, inquiries and working theories. The paper analyses two vignettes of working theories into mutually constitutive components of knowledge, skills and strategies, and attitudes and expectations. It argues that deconstructing working theories into elements able to be recognised by those outside early childhood education provides a way to demystify these innovative outcomes. Such scrutiny may assist parents and policy-makers to understand ways that the learning they value is present in the early years. Further, holistic outcomes are responsive to research and scholarship on appropriate pedagogy that encourages children to develop identities as learners, identities critical to living in the twenty-first century.

Keywords:

• early childhood education
• outcomes
• early years curriculum
• early years pedagogy
• working theories

Acknowledgements

Since thanks to the children, families and teachers in our partner centres Small Kauri ECE Centre and Myers Park KiNZ Early Learning Centre. We particularly appreciate the contributions of our teacher–researchers: Lindy Ashurst, Bianca Harper, Daniel Lovatt, Trish Murphy and Niky Spanhake. We are grateful to the Teaching and Learning Research Initiative project funding in 2012–2013. The University of Auckland Human Participants Ethics Committee reviewed and approved the research: reference number 2012/7896. The principle of credit was offered: participants' real names are used to acknowledge their generous participation in this project.