Curriculum guidelines for early literacy: A comparison of New Zealand and England
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Authors
Blaiklock, Ken
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2011
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
development
early literacy
early childhood education
national curriculum frameworks
Early Years Foundation Stage (EYFS) (England)
early literacy
early childhood education
national curriculum frameworks
Early Years Foundation Stage (EYFS) (England)
ANZSRC Field of Research Code (2020)
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.
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.
Publisher
Early Childhood Australia Inc.
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DOI
Copyright holder
Early Childhood Australia Inc.
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