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Curriculum and historical, political, social, cultural and economic factors
Transcript of Curriculum and historical, political, social, cultural and economic factors
Explain what the word ‘curriculum’ means
historical, political, social, cultural and economic factors
What do we mean when we talk about
In small groups come up with a shared meaning of the word 'curriuclum' - what does it mean? (you could also choose to do this on your own if you like)
HEI MAHI - Task
‘’The term ‘curriculum’ originally came from the Latin language and means
An everyday and simple definition is that the curriculum is a
course of study.
If you were to ask parents of school students what they thought the school curriculum is, they would probably say that it is the
their child ‘does’ at school’’ (McGee and Fraser, 2008, p.66).
Definition used in Te Whariki:
''the sum total of the experience, activities, and events,
whether direct or indirect, which occur within an
environment designed to foster children’s learning and
development’’ (Ministry of Education, 1996, p.10).
Curriculum is. . .
Everything that happens across the day
constitutes curriculum'' (Arthur, Beecher, Death, Dockett & Farmer, 2012. p.426)
what is negotiated
between participants and their particular contexts. Curriculum can be anywhere and everywhere. Children, educators and families construct new meanings individually and together as they negotiate curriculum. In this way curriculum does not exist as a set of documents but instead as a series of
enacted events through which teachers and children experience and make sense of their world within different contexts
’’ (Surman, Ridgway, Edwards, 2006, pp.178-179).
Historical, political, social, cultural and
Hei Mahi - Task
What counts as knowledge?
Who is empowered to teach it?
What counts as an appropriate display of having learned it (a concept, shared knowledge?
Who is allowed to ask and answer all these questions?
WHAT TYPES OF INFLUENCES ARE THERE?
''The B4 School Check aims to identify and address any health, behavioural, social, or developmental concerns which could affect a child’s ability to get the most benefit from school, such as a hearing problem or communication difficulty.'' (Ministry of Health, 2011)
Consider. . .
Consider National Standards
Readings for our next session:
Reflect on today's LEARNING OUTCOMES and write 3 things you learned.
Apple, M. (1996). Cultural Politics & Education. Buckingham, Great Britain: Open University Press.
Arthur, L., Beecher, B., Dockett, S., Death, E., & S., Farmer, S. (2012). Programming and planning in early childhood settings (5th ed.). Victoria, Australia: Cengage Learning.
B4 School Check. (n.d). [image]. Retrieved from http://topnews.net.nz/images/School-Check.jpg
McGee, C., & Fraser, D. (2008). The Professional Practice of Teaching. Victoria, Australia: Cengage Learning.
Ministry of Education. (1996). Te Whāriki: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of Health. (2011). Before School Check. Retrieved from http://www.health.govt.nz/our-work/life-stages/child-health/b4-school-check
Surman, L., Ridgway, A., & Edwards, S. (2006). Proogram planning: Negoitaiting the curriculum. In M.Fleer, S. Edwards, M. Hammer, A. Kennedy, A. Ridgway, J. Robbins, & L. Surman (eds). Early childhood learning communities: sociocultural research in practice. Frenchs Forest, Arustralia: Pearson.
As a group you will need to form a story which
talks about the influences of politics and the economy
on the well-being of a group of people.
You are only allowed to read your card out aloud. Then decide where you fit in the story line.
Explain how historical, political, social, cultural and economic influences have shaped the development of our curriculum
document 'Te Whariki'
What experiences have you had involving curriculum?
Definitions of curriculum
How did politics influence the well-being of the people?
May peace be widespread
May the sea be like greenstone
A pathway for us all this day
Let us show respect for each other
For one another
Bind us all together!
“Baby birds nesting on the ground are subject to misfortune,
Baby birds nesting high in a cliff face will survive to fly through the world”
By the end of this session I will be able to:
Kia tau, ki a tatou katoaTe Atawhai o toō tatou ArikiAĪIhu KaraitiMe Te aroha o te AtuaMe te whiwhingaātahitangaKi te Wairua Tapuake, ake, akeĀamine
Historical influences - past events
Cultural influences - attitudes, customs and beliefs
Political influences - government
Social influences - society, members of a particular group
Economic influences - money, wealth, resources of a country
How have you been influenced by politics?
Lets look at a few examples.
What were some of the political, social and cultural, historical influences which have helped shape our early childhood curriculum in Aotearoa/New Zealand?
Read through this weeks reading and draw a table as follows:
Type of influence
Influence on Te Whariki
(How did it contribute to the development
of Te Whariki?)
NZ was a self-governing
democracy in 1856-1893
Women given the opportunity to
Values of equity and respect for children's rights reflected in Te Whariki
Now write two paragraphs:
One paragraph which describes what curriculum means. Be sure to include a variety of meanings including how Te Whariki defines curriculum.
Write another paragraph which explains four influences on the development of Te Whariki. Use your table to help you write this paragraph.
Hold on to these paragraphs, they will be useful for assessment 2.
Lets talk about Assessment 2
Assessment 2 is an essay about:
1) the meaning of the word curriculum
2) political, social and cultural influences that have shaped our early childhood curriculum Te Whariki
3)two concepts of curriuclum
Your essay will need an introduction and conclusion
You will need to make links to literature (the reading
for this session is piece of literature that you could
We will be discussing 1 and 2 today and we will make a start on this in class.