Children's interests are frequently cited as a source of early‐years curricula. Yet, research has rarely considered the nature these beyond play‐based environment early‐childhood education. This paper reports findings from qualitative, interpretivist study in two early childhood settings Aotearoa/New Zealand. Using participant observation, interviews, and documentation, examined children's teachers' engagement with curriculum interactions. Evidence suggested were stimulated by their 'intent...

ABSTRACT A continuing struggle over curriculum in early childhood education is evident contemporary research and debate at national international levels. This reflects the dominant influence of developmental psychology discourses, policy frameworks that determine approaches to curriculum, pedagogy, assessment. Focusing on education, we argue this generates critical questions about three significant themes within theory: content, coherence, control. We outline two positions from which these...

This paper continues scholarly conversations about appropriate theories of development to underpin early childhood pedagogy. It focuses on sociocultural theoretical perspectives and proposes that participatory learning (PLTs) pedagogy built principles specified in three curricular documents. Further, the argues outcomes contest accepted understandings knowledge instead comprise notions such as funds knowledge, dispositions working theories. A ‘participation plus’ model is posited emanating...

The spontaneous nature of much early childhood teaching makes it vital to understand the range knowledge that teachers draw on in their curricular and pedagogical decision-making. Hammersley argued practice cannot be based directly research evidence because needs filtered through teachers' experiences understandings. Models professional have rarely highlighted personal knowledge. Drawing an interpretivist study investigated children's interests as a foundation for curriculum pedagogy New...

The concept of ‘subjects' has posed a philosophical dilemma and polarised debate within early childhood education. Consequently, little attention been paid to teachers' children's subject knowledge the role these might play in curriculum pedagogy extend enhance learning. This article reports on study that explored beliefs practices about one kindergarten New Zealand. study's findings are analysed from two contrasting perspectives: categories teacher sociocultural theory. argues contemporary...

A commitment to long-standing child-centred ideologies and recent emphases on academic outcomes have both perpetuated narrow interpretations of play-based pedagogy in early childhood education. Instead, teachers might proactively spontaneously deepen children's thinking understandings related own interests motivations during thoughtful pedagogical interactions that arise from play. This paper draws findings a qualitative case study Aotearoa, New Zealand where used their professional...

Young children are keenly motivated to inquire into and make meaning about their worlds. This article discusses working theories, one of two indicative learning outcomes the New Zealand early childhood curriculum, Te Whāriki. Working theories occur as attempt find connections between experiences understandings sense The proffers several sociocultural theoretical bases for understanding developing this under-explored construct. Specifically, concept is proposed a way connect, edit, extend...

AbstractChildren's interests are a common foundation for early childhood curricula. Yet, little research is available about the fundamental nature of children's and analytical ways to recognize engage with these. Early work on adopted psychological perspective associated activity choices. Recent has taken sociocultural perspective, arguing that more interpretations can occur through deeper understanding funds knowledge from their lives in families communities, inquiries result. This paper...

Abstract 'Partnership between parents and teachers' is a taken-for-granted feature of the philosophy practice early childhood education. Yet, literature suggests this rhetoric belies more complex problematic reality for teachers. Making connections with families communities they will serve may help teacher education students confront understandings realities family lives assist them to prepare their professional responsibilities. Teacher that supported field experiences student teachers...

CHILDREN'S INTEREST IN POPULAR culture was clear in my study of interests-based curriculum. Yet, perhaps unsurprisingly, it a contentious site curriculum co-construction. This article explores this tension. It argues that interpreting popular as ‘funds knowledge’ might assist teachers to consider different view interest and its potential for experiences. Examples from four-year-old children their at sessional public kindergarten are discussed. Changes teachers' understandings practices...

Children represent their efforts to make sense of social worlds in various ways. Having, making and being friends are common foci children's interactions identity development. These may become visible through analysing video-recorded snippets play. In particular, repeated viewing episodes with each other encourage prompt adult reflection, analysis, meaning-making, action. This article reports findings from a qualitative study Auckland, Aotearoa New Zealand, where working theories (thinking)...

Abstract Educational researchers can incorporate benefits for themselves and teacher participants by planning interactions between research, practice teachers’ professional learning from the outset of a project. However, dual role researcher as partner has rarely been explicated theorised in studies teacher–researcher relationships. The study described this paper occurred context early childhood education. notion critical friend was extended validated useful theorisation relationship. Four...

Children's interests and thinking emanate from their daily lived experiences in families, communities cultures. This paper substantiates the view that construct of 'funds knowledge', understood through lens 'cultural repertoires practice', provides an analytical tool for early years teachers to interpret observations of, conversations with, young children. The reports findings a qualitative case study childhood settings children's thinking. methods included participant observation,...

Early childhood teachers have been encouraged recently to scaffold children's learning. This paper clarifies this construct alongside guided participation and co-construction, other constructs which the capacity positively impact on early programs, pedagogy, practice by facilitating extending learning beyond traditional, Piagetian play-based approach curriculum. Social-constructivist theories support a complex model of teaching values both child-initiated teacher-initiated experiences. These...

The necessity for parents and teachers to work together collaboratively optimize children's learning development in early childhood education is well recognized. Yet, ways which initial teacher programs might prepare professional relationships with are rare the literature. This paper reports on use of field experience family homes that occurred 1st year a program. A case study two student discussed illustrate potential such an approach this aspect preparation. These experienced realities...

Increasing the participation rates of Pasifika children in early childhood settings is a policy target Aotearoa — New Zealand. Yet, may not engender positive learning outcomes for from diverse cultural backgrounds without attention to teacher knowledge and practice. The curriculum document, Te Whāriki, encourages teachers collaborate with families. However, there little research guide mainstream centres interpret children's interests, particularly those that link understandings everyday...

Policy makers have a powerful influence on educational practice. When such bodies are vague about the evidence-base for their policies they may uncritically rely outdated theories, beliefs, and selective research evidence. A tension then exist where practitioners become undermined as agents in curricular decision-making. Practitioners aim to provide curriculum pedagogy aligned with contemporary knowledge, but also bound policy who hold persuasive power. In England Aotearoa New Zealand, two...

Early childhood education highlights partnership between teacher and parents as positively influencing children's learning. This article describes how teachers became aware of a lack shared understanding them about the ‘parent help’ role in their kindergarten, efforts to redress this situation. Changes made by illustrate that willingness build, maintain re-visit collaborative relationships is vital if learning be maximised.

What's your working theory about the concept of theories? While Te Whariki (Ministry Education, 1996) has two overall learning outcomes, dispositions and theories, we know far more former than latter. At a meeting few years ago, Helen described theories as neglected sibling popular big sister, dispositions, to which Margaret Carr responded The bossy sister! This article attempts redress this imbalance by providing work-in-progress definition construct--our own current theories. We will...

Research on teachers' professional learning and development (PLD) has investigated the nature design of such initiatives, itemising characteristics that promote high-quality PLD outcomes for individual teachers. However, much teachers happens as they work together to consider discuss their ability implement new learning. Features create teacher collaboration have not been explicitly pinpointed within existing literature. We report a content analysis literature aimed at identifying grouping...