A curriculum of open possibilities: a New Zealand kindergarten teacher’s view of professional practice

References

• Aitken, H. 2005. Participation in an early childhood community of practice: The experiences of a group of newly qualified teachers. Unpublished Master’s thesis, University of Waikato, Hamilton.
   Google Scholar
• Aitken , H. and Kennedy , A. 2007 . “ Critical issues for the early childhood profession ” . In Theorising early childhood practice: Emerging dialogues , Edited by: Keesing-Styles , L. and Hedges , H. New South Wales : Pademelon Press .
   Google Scholar
• Alvestad , M. , Duncan , J. and Berge , A. 2009 . New Zealand ECE teachers talk about Te Whāriki . New Zealand Journal of Teachers’ Work , 6 ( 1 ) : 3 – 19 .
   Google Scholar
• Blaiklock , K. 2008 . The invisible alphabet: Te Whāriki, letter knowledge, and the development of reading skills . Early Education , 43 : 12 – 15 .
   Google Scholar
• Brennan , M. 2007 . A culture of tenderness: Teachers’ socialisation practices in group care settings . European Early Childhood Education Research Journal , 15 ( 1 ) : 137 – 146 .
   Web of Science ®Google Scholar
• Brostrom , S. 2003 . “ Understanding Te Whāriki from a Danish perspective ” . In Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice , Edited by: Nuttall , J. 215 – 238 . Wellington : New Zealand Council for Educational Research .
   Google Scholar
• Bruce, L. 2000. A debate on the professionalisation of early childhood education in Aotearoa New Zealand. Unpublished research paper for MEd degree at Victoria University of Wellington, School of Education.
   Google Scholar
• Carr , M. and May , H. March. Choosing a model: Reflecting on the development process of Te Whāriki: National early childhood curriculum guidelines in New Zealand . Paper presented at the First Warwick International Early Years Conference . University of Warwick .
   Google Scholar
• Cherrington, S. 2001. Dealing with difficult situations in early childhood education: Stories of professional practice. Occasional Paper No. 10. Wellington: Institute for Early Childhood Studies.
   Google Scholar
• Cooper , D. Perceptions of issues in early childhood teacher education . Paper presented at the NZ Association for Research in Education Conference . University of Waikato . December .
   Google Scholar
• Cullen , J. 1996 . The challenge of Te Whāriki for future developments in early childhood education . DELTA , 48 ( 1 ) : 113 – 126 .
   Google Scholar
• Cullen , J. 2003 . “ The challenge of Te Whāriki: Catalyst for change? ” . In Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice , Edited by: Nuttall , J. 269 – 296 . Wellington : New Zealand Council for Educational Research .
   Google Scholar
• Dalli , C. 2008 . Pedagogy, knowledge and collaboration: Towards a ground-up perspective on professionalism . European Early Childhood Education Research Journal , 16 ( 2 ) : 171 – 185 .
   Web of Science ®Google Scholar
• Dalli , C. and Cherrington , S. 2009 . “ Ethical practice as relational work: A new frontier for professional learning? ” . In Professional learning in early childhood settings , Edited by: Edwards , S. and Nuttall , J. 61 – 80 . Rotterdam , , The Netherlands : Sense .
   Google Scholar
• Dalli , C. and Urban , M. , eds. 2010 . Professionalism in early childhood education and care: International perspectives , London & New York : Routledge .
   Google Scholar
• Dalli , C. Are we a profession? The contribution of the national curriculum guidelines and the need for a code of ethics . In Early childhood education: Papers presented at the CECUA National Curriculum Conference . October . pp. 38 – 53 . Wellington : NZEI .
   Google Scholar
• Dalli , C. 2010 . Towards the re-emergence of a critical ecology of the early childhood profession in New Zealand . Contemporary Issues in Early Childhood , 11 ( 1 ) : 61 – 74 .
   Google Scholar
• Dalli, C. (forthcoming). A constant juggle for balance: A day in the life of a New Zealand kindergarten teacher. In Early childhood grows up: Towards a critical ecology of the profession, ed. L. Miller, C. Dalli, and M. Urban. Dordrecht: Springer.
   Google Scholar
• David , T. , Goouch , K. , Powell , S. and Abbott , L. 2003 . Birth to three matters: A review of the literature , London , , UK : Department for Education and Skills .
   Google Scholar
• Department of Education . 1988 . The curriculum: An early childhood statement , Wellington : Department of Education .
   Google Scholar
• Dinniss , P. 1974 . “ Professionalism in early childhood education: Some trends ” . In Trends and issues in early childhood education , Edited by: Bell , M. , Dinniss , P.E. and McDonald , G. 11 – 19 . Wellington : NZCER .
   Google Scholar
• Duhn , I. 2010 . ‘The centre is my business’: Neo-liberal politics, privatisation and discourses of professionalism in New Zealand . Contemporary Issues in Early Childhood , 11 ( 1 ) : 49 – 60 .
   Google Scholar
• Duncan , J. , Dalli , C. and Lawrence , J. 2007 . The changing face of kindergarten: A national picture of two-year-olds in kindergartens . New Zealand Annual Review of Education , 16 ( 2006 ) : 119 – 140 .
   Google Scholar
• Gammage, P. 2008, May. Where are we now? Early childhood education and care in its international context. Research Seminar presented at the Institute for Early Childhood Studies, Victoria University of Wellington.
   Google Scholar
• Garbett , D. and Yourn , B.R. 2002 . Student teacher knowledge: Knowing and understanding subject matter in the New Zealand context . Australian Journal of Early Childhood , 27 ( 3 ) : 1 – 6 .
   Google Scholar
• Gillen , J. , Cameron , C.A. , Tapanya , S. , Pinto , G. , Hancock , R. , Young , S. and Accorti Gamannossi , B. 2007 . A day in the life: Advancing a methodology for the cultural study of development and learning in early childhood . Early Child Development and Care , 177 ( 2 ) : 207 – 218 .
   Google Scholar
• Guild , D.E. , Lyons , J. and Whiley , J. 1998 . Te Whaariki: New Zealand’s national early childhood curriculum guideline . International Journal of Early Childhood , 30 ( 1 ) : 65 – 70 .
   Google Scholar
• Hedges, H. 2007. Funds of knowledge in early childhood communities of inquiry. Unpublished PhD thesis, Massey University, Palmerston North. http://hdl.handle.net/10179/580 (accessed December 10, 2010).
   Google Scholar
• Katz , L. 1985 . “ The nature of professions: Where is early childhood education? ” . In Talks with teachers of young children: A collection , Edited by: Katz , L. Norwood , NJ : Ablex .
   Google Scholar
• Laevers , F. 2005 . The curriculum as means to raise the quality of early childhood education: Implications for policy . European Early Childhood Education Research Journal , 13 ( 1 ) : 17 – 29 .
   Google Scholar
• Mallard, T. 2005. Ministerial address at Te Tari Puna Ora New Zealand Childcare Association Conference, Possible selves, Possible futures. Constructing the fuure of our profession through politics and pedagogy, July 15–17, Rotorua.
   Google Scholar
• McLachlan , C.J. , Carvalho , L. , Kumar , K. and Lautour , de N. 2006 . Emergent literacy in early childhood settings in New Zealand . Australian Journal of Early Childhood , 31 ( 2 ) : 31 – 41 .
   Google Scholar
• McNaughton , S. 1996 . Co-constructing curricula: A comment on two curricula (Te Whāriki and the English curriculum) and their developmental basis . New Zealand Journal of Educational Studies , 31 ( 2 ) : 189 – 196 .
   Google Scholar
• Miller, L., Dalli, C., & Urban, M. (Eds.). (forthcoming). Early childhood grows up: Towards a critical ecology of the profession. Springer Dordrecht Heidelberg London New York.
   Google Scholar
• Miller , L. and Cable , C. , eds. 2011 . Professionalization leadership and management in the early years , London : Sage Publications .
   Google Scholar
• Miller, L., C. Dalli, and M. Urban, eds. forthcoming. Early childhood grows up: Towards a critical ecology of the profession Dordrecht: Springer.
   Google Scholar
• Ministry of Education . 1996 . Te Whāriki. He Whariki Mātauranga mōngā Mokopuna o Aotearoa. Early Childhood Curriculum , Wellington : Learning Media .
   Google Scholar
• Ministry of Education. 2002. Pathways to the future: A 10 year strategic plan for early childhood education. Wellington
   Google Scholar
• Moss, P. 2007. Leading the wave: New Zealand in an international context. In Travelling pathways to the future: Ngā Huarahi Arataki. Early Childhood Education Symposium Proceedings, May 2–3 2007, 27–36. Wellington: Ministry of Education. http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/EarlyChildhood/ECESymposium.pdf.
   Google Scholar
• Mutch , C. 2003 . “ One context, two outcomes: A comparison of Te Whāriki and the New Zealand Curriculum Framework ” . In Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice , Edited by: Nuttall , J. 111 – 130 . Wellington : New Zealand Council for Educational Research .
   Google Scholar
• Nuttall, J. 2002. Early childhood curriculum in theory, ideology and practice: Using Te Whāriki. DELTA 54, nos 1 and 2: 91–104.
   Google Scholar
• Nuttall , J. and Edwards , S. 2007 . “ Theory, policy and practice: Three contexts for the development of Australasia’s early childhood curriculum documents ” . In Theorising early childhood practice: Emerging dialogues , Edited by: Keesing-Style , L. and Hedges , H. 3 – 22 . Castle Hill , NSW : Pademelon Press .
   Google Scholar
• Oberhuemer, P. 2000. Conceptualising the professional role in early childhood centers: Emerging profiles in four European countries. Early Childhood Research and Practice 2, no. 2. http://www.ecrp.uiuc.edu/v2n2/oberhuemer.html.
   Google Scholar
• OECD . 2004 . Starting strong: Curricula and pedagogies in early childhood education and care: Five curriculum outlines , Paris : OECD .
   Google Scholar
• OECD . 2006 . Starting strong 11: Early childhood education and care , Paris : OECD .
   Google Scholar
• Osgood, J. 2006. Deconstructing professionalism in early childhood education: Resisting the regulatory gaze. Contemporary Issues in Early Childhood 7, no. 1: 5–14. http://dx.doi.org/10.2304/ciec.2006.7.1.5.
   Google Scholar
• Osgood, J. 2009. Childcare workforce reform in England and ‘The Early Years Professional’: A critical discourse analysis, Journal of Education Policy 24, no. 6: 733–751. http://dx.doi.org/10.1080/02680930903244557.
   Google Scholar
• Pramling , I. , Sheridan , S. and Williams , P. 2004 . “ Key issues in curriculum development for young children ” . In Starting strong: Curricula and pedagogies in early childhood education and care: Five curriculum outlines , OECD 26 – 30 . Paris : OECD .
   Google Scholar
• Richards , L. 2009 . Handling qualitative data: A practical guide , London : Sage Publications .
   Google Scholar
• Sands , L. and Weston , J. 2010 . Slowing down to catch up with infants and toddlers: A reflection on aspects of a questioning culture of practice . The First Years Nga Tau Tuatahi New Zealand Journal of Infant and Toddler Education , 12 ( 1 ) : 9 – 15 .
   Google Scholar
• Scrivens , C. and Duncan , J. 2003 . What decisions? Whose decisions? Issues for professional leaders in decision-making in New Zealand childcare centres . Early Education , 33 : 29 – 37 .
   Google Scholar
• Trister Dodge, D. 2004. Early childhood curriculum models: Why, what, and how programs use them. Child Care Information Exchange, January/February, 71–5. www.ChildCareExchange.com.
   Google Scholar