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dc.contributor.authorBlaiklock, Ken
dc.description.abstractThe 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.en_NZ
dc.publisherEarly Childhood Australia Inc.en_NZ
dc.subjectearly literacyen_NZ
dc.subjectearly childhood education
dc.subjectnational curriculum frameworksen_NZ
dc.subjectEarly Years Foundation Stage (EYFS) (England)en_NZ
dc.titleCurriculum guidelines for early literacy: A comparison of New Zealand and Englanden_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderEarly Childhood Australia Inc.en_NZ
dc.subject.marsden130202 Curriculum and Pedagogy Theory and Developmenten_NZ
dc.identifier.bibliographicCitationBlaiklock, K. (2011). Curriculum Guidelines for Early Literacy: A Comparison of New Zealand and England. Australasian Journal of Early Childhood, 36(3), 3-9.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.titleAustralasian Journal of Early Childhooden_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ

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