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Alternative perspectives on curriculum and learning

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Lisa Procter

on 28 July 2016

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Transcript of Alternative perspectives on curriculum and learning

Alternative perspectives on curriculum and learning
Lisa Procter
Using place as a
learning resource...
http://www.rosanbosch.com/en/project/vittra-school-telefonplan#

Objects
Memories Place
How do places scaffold our memories?
Memories in place
Memories of place
How can we recognising children’s emotional and embodied experiences as important to their meaning making?
Reggio Emilia
Forest Schools
Placing Education
Focusing on the centrality of the hundred languages belonging to every human being, in the atelier spaces young children are offered daily opportunities to encounter many types of materials, many expressive languages, many points of view, working actively with hands, minds, and emotions, in a context that values the expressiveness and creativity of each child in the group.
(http://www.reggiochildren.it/identita/reggio-emilia-approach/?lang=en)
Te Whāriki is a framework for providing tamariki/children's early learning and development within a sociocultural context. It emphasises the learning partnership between kaiako/teachers, parents, and whānau/families. Kaiako/teachers weave an holistic curriculum in response to tamariki/children's learning and development in the early childhood setting and the wider context of the child's world.
(http://www.educate.ece.govt.nz/learning/curriculumandlearning/tewhariki.aspx)
Te Whāriki
Walking
Documenting
Learning

Mission : Explore
http://www.missionexplore.net/
Take place in natural wooded areas with little or not shelter and no obvious boundaries
Children as young as three-years-old regularly spend a half or whole day a week in this outdoor environment
Regardless of weather conditions
Preferably over an entire year
...making... as a process of growth. This is to place the maker from the outset as a parrticipant in amnogst a world of active materials. These materials are what he has to work with, and in the process of making he 'joins forces' with them, bringing them together or splitting them apart, synthesising and distilling, in anticipation of what might emerge. (Ingold 2013, pg. 21)
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