Te Whāriki, the New Zealand early childhood curriculum: Is it effective?

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Authors
Blaiklock, Ken
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2010-09
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
early childhood curriculum
Te Whāriki
New Zealand
ANZSRC Field of Research Code (2020)
Citation
Blaiklock, K. (2010). Te Whāriki, the New Zealand early childhood curriculum: Is it effective? International Journal of Early Years Education, 18, 201-212. doi: 10.1080/09669760.2010.521296
Abstract
Te Whāriki, the New Zealand early childhood curriculum, has received much praise since its introduction in 1996. There is, however, little research evidence about the implementation or effectiveness of the curriculum in early childhood centres. This article raises questions about the structure and content of Te Whāriki. The holistic and integrated nature of the curriculum means that subject content areas (e.g., art, music, science, literacy) can be overlooked. The generalised nature of the guidelines in Te Whāriki on programme planning allows for flexibility but may result in children being provided with an inadequate range of learning experiences. Concerns are also raised about the value of Learning Stories, a novel form of assessment that was designed to align with the approach of Te Whāriki.
Publisher
Taylor & Francis
Link to ePress publication
DOI
10.1080/09669760.2010.521296
Copyright holder
Taylor & Francis Group
Copyright notice
This is a preprint of an article whose final and definitive form has been published in the International Journal of Early Years Education © 2010 Taylor & Francis; the International Journal of Early Years Education is available online at: www.tandfonline.com
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