Research has acknowledged the limited range of scientific opportunities for young children in New... more Research has acknowledged the limited range of scientific opportunities for young children in New Zealand early childhood education (ECE) services. The identified reasons include a lack of confidence by ECE teachers, their narrow understanding of science, and their pedagogical approaches to teaching. A complex and non-prescriptive curriculum and dominance of developmental theories in ECE has resulted in science learning via osmosis through a process of a hands-off play-based philosophy of practice. Many have argued for pedagogical approaches that can accommodate scientific learning within a play-based sociocultural-historical setting (e.g., Broström, 2015; Fleer & Pramling, 2015; Kumar & Whyte, 2018). This study investigated the things that influence the occurrence of scientific experiences in ECE. It explored how participating in collaborative action research (CAR) and the involvement of a critical friend influences scientific experiences in centres. This study involved two phases:...
In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Ar... more In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10-year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan was a staged requirement for teachers in positions of “person responsible” in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. This article analyses the impact of the first stage of the qualification requirement, using the results of a small qualitative study of six Montessori early childhood centres in Wellington, and reviews the context, literature and policy issues that inspired and drove the policy requirement. It concludes that practical difficulties for centres and their teachers to upgrade means there is a need to supervise the support, intervention and creative strategies used to ensure no one is left behind, and diversity within early childhood educ...
This article presents findings from a doctoral study which examined the ways teaching teams in si... more This article presents findings from a doctoral study which examined the ways teaching teams in six New Zealand early childhood education (ECE) centres fostered and supported young children’s scientific experiences. The focus of this article is the pedagogical practice of using provocations to facilitate scientific opportunities. The way provocations fostered science occurrences will be explored drawing on the experiences of teachers in two of the centres involved in the research. The article will discuss where the pedagogical approach of provocations originates and provide examples of how provocations can facilitate opportunities for investigations around scientific concepts.
Research has acknowledged the limited range of scientific opportunities for young children in New... more Research has acknowledged the limited range of scientific opportunities for young children in New Zealand early childhood education (ECE) services. The identified reasons include a lack of confidence by ECE teachers, their narrow understanding of science, and their pedagogical approaches to teaching. A complex and non-prescriptive curriculum and dominance of developmental theories in ECE has resulted in science learning via osmosis through a process of a hands-off play-based philosophy of practice. Many have argued for pedagogical approaches that can accommodate scientific learning within a play-based sociocultural-historical setting (e.g., Broström, 2015; Fleer & Pramling, 2015; Kumar & Whyte, 2018). This study investigated the things that influence the occurrence of scientific experiences in ECE. It explored how participating in collaborative action research (CAR) and the involvement of a critical friend influences scientific experiences in centres. This study involved two phases:...
MONTESSORI EDUCATION ARRIVED IN New Zealand (NZ) in the early 1900s for children aged three to si... more MONTESSORI EDUCATION ARRIVED IN New Zealand (NZ) in the early 1900s for children aged three to six years. Currently it is one of a diverse range of early childhood education options in a sector that has experienced huge policy changes aimed at enhancing quality early childhood provision. This paper positions the growth of Montessori early childhood services within discourses about early childhood quality in NZ and discusses how recent policy changes related to early childhood teaching qualifications, self-review and reflective practice have impacted on Montessori education. It argues that the current Montessori workforce is equipped as never before to reflect critically on the richness of Montessori philosophy and to innovate and experiment with Montessori practice.
... The Montessori movement has always faced challenges (Goffin & Wilson, 2001) and in New ... more ... The Montessori movement has always faced challenges (Goffin & Wilson, 2001) and in New Zealand the Montessori community is faced with the dilemma of how the approach can ... Pathway to the Future In 2000 the Minister of Education, Hon. Trevor Mallard, announced a ...
Research has acknowledged the limited range of scientific opportunities for young children in New... more Research has acknowledged the limited range of scientific opportunities for young children in New Zealand early childhood education (ECE) services. The identified reasons include a lack of confidence by ECE teachers, their narrow understanding of science, and their pedagogical approaches to teaching. A complex and non-prescriptive curriculum and dominance of developmental theories in ECE has resulted in science learning via osmosis through a process of a hands-off play-based philosophy of practice. Many have argued for pedagogical approaches that can accommodate scientific learning within a play-based sociocultural-historical setting (e.g., Broström, 2015; Fleer & Pramling, 2015; Kumar & Whyte, 2018). This study investigated the things that influence the occurrence of scientific experiences in ECE. It explored how participating in collaborative action research (CAR) and the involvement of a critical friend influences scientific experiences in centres. This study involved two phases:...
In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Ar... more In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10-year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan was a staged requirement for teachers in positions of “person responsible” in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. This article analyses the impact of the first stage of the qualification requirement, using the results of a small qualitative study of six Montessori early childhood centres in Wellington, and reviews the context, literature and policy issues that inspired and drove the policy requirement. It concludes that practical difficulties for centres and their teachers to upgrade means there is a need to supervise the support, intervention and creative strategies used to ensure no one is left behind, and diversity within early childhood educ...
This article presents findings from a doctoral study which examined the ways teaching teams in si... more This article presents findings from a doctoral study which examined the ways teaching teams in six New Zealand early childhood education (ECE) centres fostered and supported young children’s scientific experiences. The focus of this article is the pedagogical practice of using provocations to facilitate scientific opportunities. The way provocations fostered science occurrences will be explored drawing on the experiences of teachers in two of the centres involved in the research. The article will discuss where the pedagogical approach of provocations originates and provide examples of how provocations can facilitate opportunities for investigations around scientific concepts.
Research has acknowledged the limited range of scientific opportunities for young children in New... more Research has acknowledged the limited range of scientific opportunities for young children in New Zealand early childhood education (ECE) services. The identified reasons include a lack of confidence by ECE teachers, their narrow understanding of science, and their pedagogical approaches to teaching. A complex and non-prescriptive curriculum and dominance of developmental theories in ECE has resulted in science learning via osmosis through a process of a hands-off play-based philosophy of practice. Many have argued for pedagogical approaches that can accommodate scientific learning within a play-based sociocultural-historical setting (e.g., Broström, 2015; Fleer & Pramling, 2015; Kumar & Whyte, 2018). This study investigated the things that influence the occurrence of scientific experiences in ECE. It explored how participating in collaborative action research (CAR) and the involvement of a critical friend influences scientific experiences in centres. This study involved two phases:...
MONTESSORI EDUCATION ARRIVED IN New Zealand (NZ) in the early 1900s for children aged three to si... more MONTESSORI EDUCATION ARRIVED IN New Zealand (NZ) in the early 1900s for children aged three to six years. Currently it is one of a diverse range of early childhood education options in a sector that has experienced huge policy changes aimed at enhancing quality early childhood provision. This paper positions the growth of Montessori early childhood services within discourses about early childhood quality in NZ and discusses how recent policy changes related to early childhood teaching qualifications, self-review and reflective practice have impacted on Montessori education. It argues that the current Montessori workforce is equipped as never before to reflect critically on the richness of Montessori philosophy and to innovate and experiment with Montessori practice.
... The Montessori movement has always faced challenges (Goffin & Wilson, 2001) and in New ... more ... The Montessori movement has always faced challenges (Goffin & Wilson, 2001) and in New Zealand the Montessori community is faced with the dilemma of how the approach can ... Pathway to the Future In 2000 the Minister of Education, Hon. Trevor Mallard, announced a ...
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