• Login
    View Item 
    •   Research Bank Home
    • Unitec Institute of Technology
    • Study Areas
    • Education
    • Education Journal Articles
    • View Item
    •   Research Bank Home
    • Unitec Institute of Technology
    • Study Areas
    • Education
    • Education Journal Articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Curriculum guidelines for early literacy: A comparison of New Zealand and England

    Blaiklock, Ken

    Thumbnail
    Share
    View fulltext online
    AJEC Blaiklock 2011.pdf (767.7Kb)
    Date
    2011
    Citation:
    Blaiklock, K. (2011). Curriculum Guidelines for Early Literacy: A Comparison of New Zealand and England. Australasian Journal of Early Childhood, 36(3), 3-9.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2066
    Abstract
    The development of early literacy knowledge is generally seen as an important aspect of early childhood education. The way early literacy learning is promoted, however, varies greatly in different national curriculum frameworks. This article compares the approach taken in the New Zealand early childhood curriculum ("Te Whariki") with the approach outlined in the curriculum for young children in England (The Early Years Foundation Stage or EYFS). The curricula are compared in relation to (1) the description of literacy-related learning outcomes; (2) guidance for teachers on how to foster literacy learning; and (3) guidance on formative and summative assessment. The EYFS contains more detailed information in each area of comparison. The article suggests that the lack of information on literacy in "Te Whariki" may mean that children are provided with an inadequate range of literacy experiences in New Zealand early childhood centres.
    Keywords:
    development, early literacy, early childhood education, national curriculum frameworks, Early Years Foundation Stage (EYFS) (England)
    ANZSRC Field of Research:
    130202 Curriculum and Pedagogy Theory and Development
    Copyright Holder:
    Early Childhood Australia Inc.

    Copyright Notice:
    All rights reserved
    Available Online at:
    http://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/australian_journal_of_early_childhood.htmlajec
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
    Metadata
    Show detailed record
    This item appears in
    • Education Journal Articles [247]

    Te Pūkenga

    Research Bank is part of Te Pūkenga - New Zealand Institute of Skills and Technology

    • About Te Pūkenga
    • Privacy Notice

    Copyright ©2022 Te Pūkenga

    Usage

    Downloads, last 12 months
    111
     
     

    Usage Statistics

    For this itemFor the Research Bank

    Share

    About

    About Research BankContact us

    Help for authors  

    How to add research

    Register for updates  

    LoginRegister

    Browse Research Bank  

    EverywhereInstitutionsStudy AreaAuthorDateSubjectTitleType of researchSupervisorCollaboratorThis CollectionStudy AreaAuthorDateSubjectTitleType of researchSupervisorCollaborator

    Te Pūkenga

    Research Bank is part of Te Pūkenga - New Zealand Institute of Skills and Technology

    • About Te Pūkenga
    • Privacy Notice

    Copyright ©2022 Te Pūkenga