Engaging with holistic curriculum outcomes: deconstructing ‘working theories’

References

• Alcock, S. 2013. “Searching for Play in Early Childhood Care and Education Policy.” New Zealand Journal of Educational Studies 48 (1): 19–33.
   Google Scholar
• Anning, A., J. Cullen, and M. Fleer. 2009. “Research Contexts across Cultures.” In Early Childhood Education: Society and Culture. 2nd ed., edited by A. Anning, J. Cullen, and M. Fleer, 1–24. London: Sage.
   Google Scholar
• Barnett, W., and D. Ackerman. 2006. “Costs, Benefits, and Long-term Effects of Early Care and Education Programs: Recommendations and Cautions for Community Developers.” Community Development 37 (2): 86–100. doi:10.1080/15575330609490209.
   Google Scholar
• Bennett, J. 2005. “Curriculum Issues in National Policy-making.” European Early Childhood Education Research Journal 13 (2): 5–23. doi:10.1080/13502930585209641.
   Google Scholar
• Bruner, J. 1960. The Process of Education. Cambridge, MA: Harvard University Press.
   Google Scholar
• Carr, M. 2001. Assessment in Early Childhood Settings: Learning Stories. London: Paul Chapman.
   Google Scholar
• Carr, M. 2004. “Assessment in Early Childhood Education: Keeping It Complex, Keeping It Connected, Keeping It Credible.” A Series of Three Papers Based on Keynote Addresses Presented at Te Tari Puna Ora O Aotearoa/NZ Childcare Association National Conferences (2001, 2002, 2004), Wellington, New Zealand: Te Tari Puna Ora o Aotearoa/NZ Childcare Association.
   Google Scholar
• Carr, M., and W. Lee. 2012. Learning Stories: Constructing Learner Identities in Early Education. Los Angeles, CA: Sage.
   Google Scholar
• Carr, M., A. B. Smith, J. Duncan, C. Jones, W. Lee, and K. Marshall. 2009. Learning in the Making: Disposition and Design in Early Education. Rotterdam: Sense.
   Google Scholar
• Claxton, G. 1990. Teaching to Learn: A Direction for Education. London: Cassell Educational.
   Google Scholar
• Claxton, G., M. Chambers, G. Powell, and B. Lucas. 2011. The Learning Powered School: Pioneering 21st Century Education. Bristol: TLO.
   Google Scholar
• Csikszentmihalyi, M. 1996. Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Perennial.
   Google Scholar
• Daily Telegraph. 2013. Let the Children Play. Accessed September 13. http://www.nzherald.co.nz/world/news/article.cfm?c_id=2&objectid=11124009.
   Google Scholar
• Davis, K., and S. Peters. 2011. Moments of Wonder, Everyday Events: Children's Working Theories in Action. Final TLRI report. Accessed February 14, 2014. http://www.tlri.org.nz/sites/default/files/projects/9266-Davis/9266_%20davis-summaryreport.pdf.
   Google Scholar
• Davis, K., and S. Peters. 2012. “Exploring Learning in the Early Years: Working Theories, Learning Dispositions and Key Competencies.” In Understanding Learning and Teaching: Classroom Research Revisited, edited by B. Kaur, 171–182. Rotterdam: Sense Publishers.
   Google Scholar
• Fergusson, D., L. J. Horwood, and M. Lynskey. 1994. “A Longitudinal Study of Early Childhood Education and Subsequent Academic Achievement.” Australian Psychologist 29 (2): 110–115. doi:10.1080/00050069408257333.
   Web of Science ®Google Scholar
• File, N., D. B. Wisneski, and J. J. Mueller. 2012. “Strengthening Curriculum in Early Childhood.” In Curriculum in Early Childhood Education: Re-examined, Rediscovered, Renewed, edited by N. File, J. J. Mueller, and D. B. Wisneski, 200–204. New York: Routledge.
   Google Scholar
• Guo, K. 2012. “Chinese Immigrants in New Zealand Early Childhood Settings: Perspectives and Experiences.” Early Childhood Folio 16 (1): 5–9.
   Google Scholar
• Hargraves, V. 2013. “What Are Working Theories? And What Can We Do to Support Them?” Early Education 54: 34–37.
   Google Scholar
• Hedges, H. 2011. “Connecting ‘Snippets of Knowledge’: Teachers' Understandings of the Concept of Working Theories.” Early Years: An International Journal of Research and Practice 31 (3): 271–284. doi:10.1080/09575146.2011.606206.
   Google Scholar
• Hedges, H. 2013. “The Future of Te Whāriki: Political, Pedagogical and Professional Concerns.” In Weaving Te Whāriki: Aotearoa New Zealand's Early Childhood Curriculum Document in Theory and Practice. 2nd ed., edited by J. Nuttall, 277–298. Wellington: NZCER.
   Google Scholar
• Hedges, H., and S. Jones. 2012. “Children's Working Theories: The Neglected Sibling of Te Whāriki's Learning Outcomes.” Early Childhood Folio 16 (1): 34–39.
   Google Scholar
• Janesick, V. 2003. “The Choreography of Qualitative Research Design: Minuets, Improvisations, and Crystallization.” In Strategies of Qualitative Inquiry. 2nd ed., edited by N. K. Denzin and Y. S. Lincoln, 46–79. Thousand Oaks, CA: Sage.
   Google Scholar
• Lovatt, D. 2013. “Children's Working Theories: Provoking Disequilibrium.” Master's diss., University of Auckland.
   Google Scholar
• Marcon, R. 2002. “Moving up the Grades: Relationships between Preschool Model and Later School Success.” Early Childhood Research and Practice 4 (1). http://www.ecrp.uiuc.edu/v4n1/marcon.html.
   Google Scholar
• Ministry of Education. 1993. Te Whāriki. Draft Guidelines for Developmentally Appropriate Programs in Early Childhood Services. Wellington: Learning Media.
   Google Scholar
• Ministry of Education. 1996. Te Whāriki. He Whāriki Matauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum. Wellington: Learning Media. http://www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki.aspx.
   Google Scholar
• Ministry of Education. 2004, 2007, 2009. Kei Tua o te Pae: Assessment for Learning Exemplars. Wellington: Learning Media. http://www.educate.ece.govt.nz/learning/curriculumAndLearning/Assessmentforlearning/KeiTuaotePae.aspx.
   Google Scholar
• Ministry of Education. 2009. Te Whatu Pōkeka: Kaupapa Māori Assessment for Learning. Wellington: Learning Media. http://www.educate.ece.govt.nz/learning/curriculumAndLearning/Assessmentforlearning/TeWhatuPokekaEnglishLanguageVersion.aspx.
   Google Scholar
• New Zealand Herald. 2014. All Work and No Play? Accessed February 16. http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11203174.
   Google Scholar
• O’Gorman, L., and J. Ailwood. 2012. “‘They Get Fed up with Playing’: Parents' Views on Play-based Learning in the Preparatory Year.” Contemporary Issues in Early Childhood 13 (4): 266–275.
   Google Scholar
• Peters, S. 2010. Transition from Early Childhood Education to School: Literature Review. Wellington: Ministry of Education. http://www.educationcounts.govt.nz/publications/ece/78823.
   Google Scholar
• Reedy, T. 2013. “Tōku rangatira nā te mana mātauranga: Knowledge and power set me free….” In Weaving Te Whāriki: Aotearoa New Zealand's early Childhood Curriculum Document in Theory and Practice. 2nd ed., edited by J. Nuttall, 35–53. Wellington: New Zealand Council for Educational Research.
   Google Scholar
• Ritchie, J., and C. Rau. 2006. Whakawhanaungatanga: Partnerships in Bicultural Development in Early Childhood Care and Education. Final report to Teaching and Learning Initiative. Wellington: New Zealand Council for Educational Research.
   Google Scholar
• Sands, L., M. Carr, and W. Lee. 2012. “Question-asking and Question-exploring.” European Early Childhood Education Research Journal 20 (4): 553–564. doi:10.1080/1350293X.737705.
   Web of Science ®Google Scholar
• Simmons, H., L. Schimanski, P. McGarva, J. Cullen, and P. Haworth. 2005. “Teachers Researching Young Children's Working Theories.” Early Childhood Folio 8: 18–22.
   Google Scholar
• Singer, E. 2013. “Play and Playfulness, Basic Features of Early Childhood Education.” European Early Childhood Education Research Journal 21 (2): 172–184. doi:10.1080/1350293.2013.789198.
   Web of Science ®Google Scholar
• Siraj-Blatchford, I., K. Sylva, S. Muttock, R. Gilden, and D. Bell. 2002. Researching Effective Pedagogy in the Early Years. http://www.dfes.gov.uk/research/data/uploadfiles/RR356.pdf.
   Google Scholar
• Stipek, D., S. Milburn, D. Clements, and D. Daniels. 1992. “Parents' Beliefs about Appropriate Education for Young Children.” Journal of Applied Developmental Psychology 13 (3): 293–310. doi:10.1016/0193-3973(92)90034-F.
   Google Scholar
• Sylva, K., I. Siraj-Blatchford, and S. Johnson. 1992. “The Impact of the National Curriculum on Preschool Practice.” International Journal of Early Childhood 24 (2): 41–51. doi:10.1007/BF03174160.
   Google Scholar
• Tickell, C. 2011. The Early Years Foundation Stage (EYFS) Review: Report on the Evidence. http://www.education.gov.uk/tickellreview.
   Google Scholar
• Votruba-Drzal, E., C. Li-Grining, and C. Maldonado-Carreño. 2008. “A Developmental Perspective on Full- versus Part-day Kindergarten and Children's Academic Trajectories through Fifth Grade.” Child Development 79 (4): 957–978.
   PubMed Web of Science ®Google Scholar
• Walsh, D., J. Tobin, and M. Graue. 1993. “The Interpretive Voice: Qualitative Research in Early Childhood Education.” In Handbook of Research on the Education of Young Children, edited by B. Spodek, 464–476. New York: MacMillan.
   Google Scholar
• Wood, E. 2013. “Contested Concepts in Educational Play: A Comparative Analysis of Early Childhood Policy Frameworks in England and New Zealand.” In Weaving Te Whāriki: Aotearoa New Zealand's Early Childhood Curriculum Document in Theory and Practice. 2nd ed., edited by J. Nuttall, 259–275. Wellington: NZCER.
   Google Scholar
• Wood, E. 2014. “Free Choice and Free Play in Early Childhood: Troubling the Discourse.” International Journal of Early Years Education 22 (1): 4–18. doi:10.1080/09669760.2013.830562.
   Google Scholar
• Wylie, C., and E. Hodgen. 2007. The Continuing Contribution of Early Childhood Education to Young People's Competency Levels. Wellington: New Zealand Council for Educational Research.
   Google Scholar