000			01983nab a22001937a 4500
003			BCACCS
005			20150824150710.0
008			100412s2013 000 0 eng d
040			_aBCACCS
100	1		_aRitchie, Jenny _9526
245	1	0	_aSustainability and relationality within early childhood care and education settings in Aotearoa New Zealand _cJenny Ritchie _h[citation] /
260			_c2013.
520	3		_aThis paper discusses one aspect of a recently completed two-year study, that of the enactment of relationality within early childhood care and education practice. The research project, Titiro Whakamuri, Hoki Whakamua. We are the future, the present and the past: caring for self, others and the environment in early years’ teaching and learning, involved ten early childhood centres from across New Zealand (Ritchie et al. 2010). Relationality refers to our lived relation to other human beings, other living creatures, and to the non-living entities with whom we share our spaces and the planet. The study has demonstrated some ways in which early childhood educators were able to extend children’s understandings of their relationality, their connectedness to others, and to the natural world, following theoretical underpinnings of the Indigenous Māori, such as manaakitanga (caring, generosity) and kaitiakitanga (environmental stewardship) (Tikanga Māori. Living by Māori values, Wellington, Huia, 2003), and of western epistemologies such as an ethic of care (The challenge to care in schools: An alternative approach to education, New York, Teachers College Press, 2005a; Educating citizens for global awareness, New York, Teachers College Press, 2005c, Philosophy of education, Boulder, Westview Press, 2007).
650		0	_aEarly childhood education _zNew Zealand _9529
650		0	_aEnvironmental education _9528
690		4	_aMaori
773	0		_tInternational Journal of Early Childhood _gVol. 45, no. 3 (November 2013), p. 307-326
942			_2z _cARTICLE
999			_c1269 _d1269