000			02122nab a22002177a 4500
003			BCACCS
005			20150824150526.0
008			100412s2012 s 000 0 eng d
040			_aBCACCS
100	1		_aRitchie, Jenny _9526
245	1	3	_aAn overview of early childhood care and education provision in ‘mainstream’ settings, in relation to kaupapa Māori curriculum and policy expectations _cJenny Ritchie _h[electronic resource] /
260			_c2012.
300			_a1 online resource (p. 9-22) : _bdigital file, PDF.
520	3		_aThis paper provides a brief overview of the history of early childhood care and education (ECCE) in Aotearoa New Zealand, before proceeding to discuss the range of documents produced by the New Zealand Ministry of Education in relation to the sector, from the inception of the national early childhood curriculum, Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa: (Ministry of Education, 1996a) up to the present day. From the point of its promulgation in 1996, Te Whāriki set in place the expectation of a radically different notion of curriculum, in its non-prescriptive philosophical, sociocultural, holistic and ‘bicultural’ nature (Nuttall, 2003). Not the least of these challenges was the delivery of a curriculum inclusive of the Māori culture, values and language by a predominately non-Māori teacher workforce. This is followed by discussion of ways in which the promulgation of Te Whāriki formed part of a groundswell of change and led to an enhancement of pedagogies in support of its ‘bicultural’ expectations. The paper concludes with examples from recent research of modes of pedagogical practice that reflect such programme delivery.
650		0	_aEarly childhood education _xGovernment policy _zNew Zealand _9316
650		0	_aEarly childhood education _xCurricula _zNew Zealand _9527
690		4	_aMaori
773	0		_tPacific-Asian Education _gVol. 24, no. 2 (2012), p. 9-22
856	4		_uhttp://unitec.researchbank.ac.nz/bitstream/handle/10652/2089/PAEJournal_v24n2_Ritchie.pdf?sequence=1&isAllowed=y _zFull text
942			_2z _cARTICLE
999			_c1260 _d1260