tag:blogger.com,1999:blog-51574614949494505772024-03-13T14:49:33.949+13:00Maureen Perkins' ECE BlogI am an Early Childhood lecturer working in New Zealand.
Views expressed here are my own and are not necessarily supported by any institution I am working for or with
Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.comBlogger72125tag:blogger.com,1999:blog-5157461494949450577.post-46982398794166867742014-06-14T15:36:00.001+12:002014-06-14T15:38:13.521+12:00Nanaksar Early Childhood Education Centre<br />
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Great to see the work happening in this ECE centre<br />
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<iframe allowfullscreen="" frameborder="0" height="270" src="//www.youtube.com/embed/4JRL-XoOX5E" width="480"></iframe>Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-10855231950964574662014-04-28T13:13:00.002+12:002014-04-28T15:43:08.772+12:00Current ECE debatesThere are some interesting debates in the NZ Education sector at the moment but also some very poorly informed research being paraded as evidence for why ECE is failing children. Please feel free to email me any other links along the same lines - to <a href="mailto:maureen.perkins473@gmail.com">maureen.perkins473@gmail.com</a><br />
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I decided to add a range of the links here to put several of these debates in one place.<br />
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A Blog post on Hekia Parata's decision to end the Teachers Council and create a new body where Teachers are unable to elect any representatives.<br />
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<a href="http://howmelulaterseesit.blogspot.co.nz/search/label/Hekia%20Parata">http://howmelulaterseesit.blogspot.co.nz/search/label/Hekia%20Parata</a><br />
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Doing the rounds on ECE Facebook pages is the following Blog post arguing against John Hattie and Ken Blaiklock's recent comments in a Listener article that I will post when I can An interesting post but the vitriol gets in the way of some very good points.<br />
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<span class="yj-byline"> </span><span class="yj-message" dir="ltr"><a class="linkified" href="http://networkonnet.wordpress.com/2014/04/27/hattie-makes-his-move-in-on-early-childhood-key-set-to-act-in-tandem/" rel="nofollow" target="_blank" title="http://networkonnet.wordpress.com/2014/04/27/hattie-makes-his-move-in-on-early-childhood-key-set-to-act-in-tandem/">http://networkonnet.wordpress.com/2014/04/27/hattie-makes-hi… </a></span><br />
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<span class="yj-message" dir="ltr">Another Link</span><br />
<span class="yj-message" dir="ltr"><a href="http://leading-learning.blogspot.co.nz/2014/03/the-educational-world-according-to-john.html" target="_blank">http://leading-learning.blogspot.co.nz/2014/03/the-educational-world-according-to-john.html </a></span><br />
<span class="yj-message" dir="ltr"><br /></span>
<span class="yj-message" dir="ltr"><br /></span>
<span class="yj-message" dir="ltr">Here is Blaiklocks response to Helen Mays response to his presentation to the Ministry last year.. Scroll right to the end to see what Blaiklock presented to the Ministry of Education. this was NOT representative, by the way, of the views of the ECE team at Unitec</span><br />
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<span class="yj-message" dir="ltr"><a href="http://unitec.researchbank.ac.nz/bitstream/handle/10652/2344/Pdf%20Copy%20of%20Blaiklock%2c%20K.%20Yes%2c%20We%20do%20Need%20Evidence%2c%20Dec%2c%202013.pdf?sequence=1">http://unitec.researchbank.ac.nz/bitstream/handle/10652/2344/Pdf%20Copy%20of%20Blaiklock%2c%20K.%20Yes%2c%20We%20do%20Need%20Evidence%2c%20Dec%2c%202013.pdf?sequence=1</a></span><br />
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<span class="yj-message" dir="ltr"><a href="http://hdl.handle.net/10652/1766">http://hdl.handle.net/10652/1766</a> </span><br />
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And here are some responses to the Listener article<br />
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">EARLY
CHILDHOOD EDUCATION</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">At last someone is asking the
questions that need to be asked about the spending of so much taxpayers’ money
on consultants to intrude on peoples’ right to choose to attend a
non-compulsory sector of the education system (“</span><a href="http://www.listener.co.nz/current-affairs/education/early-warnings/" target="_blank"><b><span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Early
warnings</span></b></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">”, April
19). The millions spent on contractors might be better spent on improving child
health and eliminating the conditions of poverty, which is the daily experience
of many Pacific children targeted in this sweep of initiatives. Chronically
ill, deaf, undernourished or obese children being raised in badly insulated
homes cannot learn, however wonderful the early childhood education (ECE)
provision.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">I fully support quality ECE and
have spent many years in teacher education committed to producing qualified and
registered teachers, which is the major component of quality ECE. However, the
wholesale pushing of children and their families into variable quality
provisions is the worst tragedy of all. In any forum where I speak, my message
to Pacific parents is clear: you do not send your child to an unqualified
doctor or your pet to an unqualified vet, so why would you send your child to
an unqualified teacher that your child spends hours of their life with?</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">The government money would be
better spent improving quality, rather than sending out patronising prophets to
Pacific communities, which already know about the value of ECE but are
prevented from accessing it because of cost or a lack of information or
confidence.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">For Pacific communities, quality
also includes those centres that produce bilingual children fluent in Pacific
languages who are cognitively advantaged learners according to reputable
international research.</span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Diane Mara</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><br />
<i>Associate dean Pasifika,</i><br />
<i>Faculty of Education,</i><br />
<i>University of Auckland</i></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Professor Helen May (</span><a href="http://www.listener.co.nz/commentary/letters/letters-april-26-2014/" target="_blank"><b><i><span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Letters</span></i></b></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">, April 26), one of the authors
of Te Whariki, the early childhood education (ECE) curriculum, appears annoyed
that serious concerns have been raised about its effectiveness. As an
experienced academic, however, May should welcome challenge and debate about Te
Whariki, instead of shooting the messengers when presented with
evidence-informed viewpoints that differ from her own.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">May’s response to the concerns
raised by Professor John Hattie and me claims “the views presented come from
voices whose engagement in ECE, and whose scholarly or professional standing in
ECE, is non-existent, fleeting or lightweight”. Strong words indeed, but rather
than directing baseless personal attacks at her colleagues, it would be more
productive for May to acknowledge that Te Whariki, like all educational policy
documents, should be amenable to change in the light of valid research
evidence.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">May suggests that Professor Anne
Smith has dealt with my concerns about Te Whariki, but this is not the case. I
have written in detail about Smith’s comments in a paper available online at
Unitec’s Research Bank (</span><a href="http://hdl.handle.net/10652/2344" target="_blank"><b><span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">hdl.handle.net/10652/2344</span></b></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">). The paper, which also presents
an analysis of the OECD’s examination of Te Whariki, concludes with the
following.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">“There is very little empirical
evidence that the use of Te Whariki is effective at reducing educational
inequities and promoting the learning and well-being of all children. Indeed,
it is quite possible that the nature of the curriculum, by providing little
guidance for teachers and making no requirements to teach or assess key areas
of learning, is actually limiting opportunities for children to be provided
with a full range of learning experiences and is falling well short of what is
required to reduce educational disparities in our society. We now need to make
substantial changes to Te Whariki, or consider developing a new research-based
curriculum, if we are to ensure that all children in New Zealand will receive a
high quality early childhood education.”</span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Ken Blaiklock</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><br />
<i>Department of Education,<br />
Unitec Institute of Technology</i><br />
(Auckland)</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">The “</span><a href="http://www.listener.co.nz/current-affairs/education/early-warnings/" target="_blank"><b><span style="color: blue; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Early
Warnings</span></b></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">” report,
while better than most at avoiding the platitudes that surround early childhood
education in this country, still comments only briefly on the central issue:
the first five years of life are critical for language development. Children
with delayed language development on entry to school are at greatly increased
risk of school failure. Fortunately, one of the goals of our early childhood
curriculum, Te Whariki, is ensuring that children “develop verbal communication
skills for a range of purposes”. It also advises ECE teachers to ask themselves
“in what ways does the programme provide for one-to-one language interaction …
between adult and child?”</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">However, it is not sufficient
simply to argue that ECE must be of “high quality” if “quality” is nowhere
defined or measured. Given that language development and learning how to behave
are No 1 priorities in under-fives, here is a simple test of ECE quality.
Tally, on a piece of paper, each time you say something to your preschooler and
the child replies. Don’t record the interactions, which are just instructions
about what you want the child to do. Make another tally every time the child
talks to you and you reply. Do this for six hours over a two-day period when
you are both at home.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">Now go to your child’s ECE centre
and count the number of adult-child and child-adult interactions (about matters
other than how to behave) involving your child for six hours. If you find that
your ECE centre is providing at least 80% as many one-on-one language-learning
interactions as are being provided at home, then the centre is probably of
sufficient educational quality for you to continue your child’s enrolment
without putting their future achievement at risk.</span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;">John Church</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><br />
<i>Adjunct senior fellow, Department of Psychology, University of Canterbury</i></span></div>
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Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-9377785847371936242014-04-25T13:17:00.001+12:002014-07-13T11:15:05.412+12:00Photography in early childhood education | EDtalks<br />
<br />
An interesting talk I found when researching the topic. There is a real dearth of information on the current dominant discourses around Photography in ECE, which I am hoping to remedy.<br />
<br />
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Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-36599539864798129522013-12-18T10:50:00.001+13:002013-12-18T10:51:08.737+13:00Philosophy MOOCI have now completed a course on Introduction to Philosophy through Edinburgh University. This was a really challenging course at times but all the way through I could see useful links to both the Academic Liteacies and Research courses in particular as well as our programme in general.<br />
<br />
I am already planning ways to incorporate more of this information in our work on reflections for students, especially with regards to critical thinking.Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-53461636586645615312013-10-10T11:51:00.000+13:002013-10-10T11:51:33.167+13:00MOOCing continuesSo next week I begin my next <a href="https://www.coursera.org/" target="_blank">Coursera MOOC</a> experience which is a <a href="https://www.coursera.org/course/introphil" target="_blank">Philosophy course</a> from <a href="http://www.ed.ac.uk/home" target="_blank">Edinburgh University</a>. Although no additional texts are necessary I have downloaded to my <a href="http://www.amazon.com/dp/B0051QVF7A/?tag=gocous-20&hvadid=8783148197&hvpos=1t1&hvexid=&hvnetw=g&hvrand=1147854863221754744&hvpone=&hvptwo=&hvqmt=e&hvdev=c&ref=pd_sl_oct4e4fdq_e" target="_blank">Kindle</a> the text that goes with the course as I am sure I will want to refer to it.<br />
<br />
When I was completing my MEd I became aware of a huge gap in my understanding of ideas from the domain of Philosophy. So much of the literature I was reading touched on philosophical theory which was basically absent from any of my other studies. So this MOOC work is a very real professional development opportunity for me as a lecturer on a teacher education programme.<br />
<br />
I am trying not to give into an urge to work next on <a href="https://www.coursera.org/course/dino101" target="_blank">Dinosaurs 101</a> <g> probably an essential course for early childhood teachers!<span id="goog_488447760"></span><span id="goog_488447761"></span></g>Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-45546270355229508102013-10-03T16:24:00.001+13:002013-11-14T11:23:21.882+13:00MOOCs<br />
<br />
MOOCs have been a common topic in
articles and blogs about distance and blended learning for a few years
now. I have toyed with the idea of looking further into these because I
am involved in teaching a course that uses a blended learning approach
and because I have used a range of online and blended courses for my
own education over the years. Some good, some appalling.<br />
<br />
Initially I was attracted to a course being run by <a href="http://en.wikipedia.org/wiki/Moodle" target="_blank">Moodle</a> - it's first MOOC. Moodle is used by a number of schools and tertiary institutions ( including the one I work for) as a learning platform or <a href="http://en.wikipedia.org/wiki/Learning_management_system" target="_blank">LMS </a>for students. Other organisations choose to use Blackboard, WebCT or Cecil and you may have heard of those if you havent heard of Moodle. Now this isnt an advert for Moodle so I think thats enough background.<br />
<br />
I have managed to learn a bit about Moodle on my own but not nearly enough to make it really useful.<br />
So I enrolled in the <a href="http://learn.moodle.net/" target="_blank">four week online course </a>which has just finished. It had over 8000 participants from all over the world - more than 50 languages used. It was more time consuming than I thought it would be but that was mainly because I was incorporating ideas from other students into my work as well as completing the weekly tasks. The final week was most challenging because I got behind while getting marking done at work. But all PD can be like that. For the most part it was manageable and inspiring although any possibility of being part of a learning community was made<br />
impossible by the sheer scale of the enrollment. For me that was OK. I learn well in a distance environment. For others this didnt work.<br />
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<a href="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcR4pYXXwh1sF3usfAgwuJDlq22ZKGFDkIw01p3oFTUYeQXZcyT5iwo0WwzN" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcR4pYXXwh1sF3usfAgwuJDlq22ZKGFDkIw01p3oFTUYeQXZcyT5iwo0WwzN" width="200" /></a></div>
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<br />
<br />
I was further seduced into the world of MOOCs by a mention on Facebook of a MOOC that would analyse connections between literature, film and online games and the topic was Lord of the Rings. They had me at Literature .<br />
<br />
The course is called <span style="font-weight: normal;">"Online Games: Literature, New Media, and Narrative" and is run on <a href="https://www.coursera.org/" target="_blank">Coursera</a> and taught by Vanderbilt University. I thought it might be a useful way to compare two different types of MOOCs and learn a little more about them.</span><br />
<a href="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRu8R3hf8nsf31KEzr-tYvM6hhikVbD5UGkiRcyvRRRabj_N62qKjcnc7rE" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="149" src="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRu8R3hf8nsf31KEzr-tYvM6hhikVbD5UGkiRcyvRRRabj_N62qKjcnc7rE" width="200" /></a><a href="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcS0PRXc0ZzVq4zCC49Zgru1YQ-4f2vaVxmq8eBZF1TJiI3uSMU2" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="149" src="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcS0PRXc0ZzVq4zCC49Zgru1YQ-4f2vaVxmq8eBZF1TJiI3uSMU2" width="200" /></a><span style="font-weight: normal;"><br /></span><br />
<span style="font-weight: normal;">Secretly I also wanted an excuse to learn to play online games. I was fooling myself as this aspect of the course was far too time consuming. Luckily the course did not require participation in the game unless one wanted a Distinction certificate. I did want one but it was not going to happen. So each week I watch several 4-20 minute video chats and lectures. Just perfectly sized to fit in a lunch break or after work or after dinner. Each has a mini quiz and each week ends with a larger quiz. </span><br />
<span style="font-weight: normal;"><br /></span>
<span style="font-weight: normal;">I have really enjoyed this non ECE work and an opportunity to drag out books from previous study as we compare Tolkien and Keats, LOTR and Northrop Frye's Hero archetype.</span>Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-91154809238910727132013-10-03T15:51:00.001+13:002013-10-03T15:53:43.190+13:00Changing visions for the Blog and the Art of AwarenessI was aiming to have a new post on this Blog at least each month but a few things have got in the way - like marking! Another obstacle has been the desire to write about subjects that are not strictly ECE related. So I have been pondering another change of name for the Blog but Im not sure yet. So I have decided to allow myself to post things that are of interest to me as an ECE person in the hope that they will also be of interest to anyone who stops off here to read this Blog. Still a work in progress after all these years... but I am sure that is reflective of Education in general.<br />
<br />
So here I am with a note in the diary to post something this month and I find myself with two main topics I want to share with you. The first is a book I am reading by Deb Curtis and Margie Carter called <span style="font-size: large;"><i><a href="http://www.fishpond.co.nz/Books/Art-of-Awareness-Margie-Carter-Deb-Curtis/9781605540863" target="_blank">The Art of Awareness. </a></i></span><br />
<a href="http://3.bp.blogspot.com/-x7bG2miKqrc/UkzZZDouPnI/AAAAAAAAAR4/EpaaP0lwMxY/s1600/awareness.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://3.bp.blogspot.com/-x7bG2miKqrc/UkzZZDouPnI/AAAAAAAAAR4/EpaaP0lwMxY/s1600/awareness.jpg" /></a><br />
<br />
<br />
<i> </i>I have read or rather skimmed through this book before and enjoyed it but am rather luxuriously reading it properly today ( in the sunshine) through the lens of wondering what would be useful for ECE teachers to know about observation. The other topic I am going to touch on today is MOOCs or <a href="http://en.wikipedia.org/wiki/Massive_open_online_course" target="_blank">Massive Open Online Courses</a>. I have been enrolled in two of these courses in the last month and am about to start my third.<br />
<br />
<br />
<u><b>The Art of Awareness</b></u><br />
<br />
I am not going to review this book here as there are several reviews online and in the literature. Instead, I will make comments over time as I reflect on what I have read today and make connections with other readings and ideas. It is an excellent book that could be used (with some adaptations to suit the philosophy of a particular curriculum framework or philosophical context) in pre-service teacher education or as a part of professional development for teachers, either with an external facilitator or by using the book as a guide within a team of teachers. I particularly liked the thread that weaves throughout the book, arguing that observation is something an intentional teacher does every day, and which is not carried out just for the purposes of documenting assessment. When I see both students and teachers in centres I wonder if they have that same understanding.<br />
<br />
<a href="http://1.bp.blogspot.com/-7cSC51f4pS8/UkzYGYmbwaI/AAAAAAAAARs/a25whiugW6E/s1600/something_here_doesnt_quite_fit_640_24.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Note on a board" class="imgThumb" height="320" id="imgHvThumb" src="http://officeimg.vo.msecnd.net/en-us/images/MB900448543.jpg" style="height: 120px; max-width: 120px; visibility: visible; width: 120px;" title="Note on a board" width="320" /></a>Here's a question for you. When you make notes about a child <br />
or take a photo, are you already intending to document immediately? Or are you<br />
gathering information that will later be viewed and discussed in the context of a<br />
range of information so that some documentation can be created?<br />
<br />
I firmly believe we should document formally only when we have a real story to tell. And these stories usually take time. This is perhaps a real challenge for teachers who have been told to get a certain number of assessments per month into children's portfolios. But it is not just a problem for teachers and management to consider. The Education Review Office is the rationale given by many teachers for having a regular target for stories in terms of quantity. They are trying to provide accountability. Can we really support learning and provide accountability with the same documentation?<br />
<br />Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-46140266087894040862013-08-20T13:35:00.000+12:002013-08-21T09:52:57.637+12:00Book review - Understanding the Te Whariki approachI recently wrote a review for <a href="http://www.fishpond.co.nz/c/Books/q/te+whariki?rid=2098463100">this new book</a> by Wendy Lee, Linda Mitchell, Brenda Soutar and Margaret Carr.<a href="http://www.fishpond.co.nz/product_info.php?ref=2887&id=9780415617130&affiliate_banner_id=1" target="_blank"><img src="http://www.fishpond.co.nz/affiliate_show_banner.php?ref=2887&affiliate_pbanner_id=33115162" border="0" alt="Understanding the Te Whariki Approach: Early Years Education in Practice (Understanding the ! Approach)"></a> It has been published in<br />
<a href="http://www.aut.ac.nz/study-at-aut/study-areas/education/research-and-partnerships/early-education-journal"><i>Early Education Vol 53</i></a><br />
<br />
<br />
You should really <a href="http://www.aut.ac.nz/study-at-aut/study-areas/education/research-and-partnerships/early-education-journal/early-education-subscription">subscribe </a>to that journal so I am not going to reproduce the whole article here. I will say though that there is much to recommend this book, especially for student teachers, tutors and lecturers, both in NZ and internationally.<br />
<br />
Each chapter is well structured and offers a range of reflective questions and a list of key points. It does an excellent job of summarising the cultural, political and social contexts within which <i>Te Whariki </i>( The NZ ECE Curriculum document) was developed.<br />
<br />
Unfortunately little reference is made to any of the contradictions within <i>Te Whariki </i>and the critiques that have been made of the document over the years. The authors present assumptions that a learning and planning story approach is intrinsically tied to the implementation of <i>Te Whariki</i>. Although a narrative approach is common in NZ it is by no means the only way to document and plan for learning in NZ ECE centres.<br />
<br />
In addition there is no reference to the challenges of both Te Whariki and a narrative approach in a sector where currently less than 50% of teachers are required to be fully qualified, where there is little or no group planning and assessment time for teachers, and a high turnover of teachers in many centres.<br />
<br />
So I recommend buying the book and using it as a source for critical debate and discussion.Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-7096508003137734752013-06-17T11:17:00.000+12:002013-10-03T15:54:18.511+13:00Two babies and rubber bandsA lovely video that shows how simple learning resources can be. Amazing social and science learning happening here but most of all a lot of FUN with an adult who allows a little bit of risk.Apparently rubber bands are a major choking hazard so clearly it is necessary to supervise and put away the rubber bands when the fun is finished. <iframe width="560" height="315" src="//www.youtube.com/embed/RDIoq1abDCY?rel=0" frameborder="0" allowfullscreen></iframe>
Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-19630082910753165012013-05-03T08:54:00.001+12:002013-05-03T15:27:44.801+12:00Quality in Action<a href="https://www.dropbox.com/s/fomnxdxyso766rk/quality%20in%20action.pdf">This wonderful resource</a> is not available any more and although there is a version of it <a href="http://www.lead.ece.govt.nz/ManagementInformation/GoverningAndManaging/QualityInAction.aspx">here</a> on the Ministry of Education ECE site, it is much friendlier viewed in its original format. So apologies if this breaks any copyright rules but it should be available.<br />
<br />
The book was originally published as a resource to guide ECE professionals in implementing the Desirable Objectives and Practices (DOPS) which were mandated for licensed ECE services. The DOPs have been subsumed into the current <a href="http://www.lead.ece.govt.nz/~/media/Educate/Files/Reference%20Downloads/Lead/Files/Criteria/2008LicensingCriteriaforEarlyChildhoodCareCentresBooklet%20Aug09.pdf">Licensing criteria</a> and <a href="http://www.lead.ece.govt.nz/ManagementInformation/RegulatoryFrameworkForECEServices/2008RegulatoryFramework.aspx">Regulatory Framework</a> but this is still a very useful document for teachers.Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-43096488673321159172013-03-01T08:48:00.002+13:002013-03-01T08:48:45.122+13:00Orientation weekSo here is another group of fresh-faced, occasionally terrified looking student teachers! What a week for them. Here on the last day of orientation I am sure their brains must be pretty fried and can only hope that some of what I am about to share about Moodle will go in - even if it is only how to log in and find the how-to video :)<br />
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Orientation is always a good time for me to remember what this shift in identity is like for these new teachers and to reflect on the effectiveness of my teaching at this time. This year the orientation process is very close to home as my youngest settles into a full time Adv Dip Ballet programme in Melbourne. Scary stuff.<br />
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So welcome to you all. Try and float above the scary feelings. Look after yourselves as you would your best friend. And make use of all the amazing support here at Unitec. Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-2794261059921199452013-01-16T15:34:00.001+13:002013-01-16T15:34:47.015+13:00Back at work and ready to BlogSo here I am back in the office. Having updated both my electronic and paper calendars for the years teaching, caught up on emails and atypical assignment marking, I have now decided to be brave and plunge back into my Blog. But it is not a New Years Resolution! They always fail. Just one item I can tick off my list of post-thesis "things I want to do".<br />
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I may change the name of this Blog later but for now I am not certain what this will morph into.<br />
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I expect to use this space as a portal to other Blogs and websites related to ECE and will happily look at any suggestions for these. Feel free to suggest your own Blogs if they are relevant.<br />
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I may well add some reflections on my own teaching as well as comments on political challenges in NZ ECE. There is little chance that these comments will always be balanced or completely objective. They don't have to be. This is a personal Blog sharing personal views.<br />
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I will also share reviews of interesting books and articles as I read them.<br />
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I can see that people are still visiting this Blog quite often. What do you want or expect to find when you end up here? Talk to me. What are you currently reading or researching that relates to ECE? Or to Education in general?<br />
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regards<br />
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MaureenMaureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-12695554169510515362012-08-23T09:39:00.001+12:002012-08-23T09:40:52.601+12:00Amazing blog post shows off PlaycentreYes I know. Its been a while... Rather than apologising though for my lack of focus on my blogging I need to mention that the thesis is nearly done and then life will return to normal - or at least my version of normal.<br />
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I cant resist sharing <a href="http://deb-robertson.blogspot.co.nz/2012/08/playcentre-te-whariki-and-belonging.html?spref=tw">this post</a> from a Playcentre Mum. It shows an average but wonderful day in a Playcentre for two sisters. Although the mum mentions writing a learning story for her children I think that this post in itself is a great learning story. Well done Deb! ( and no I dont even know her - it came through my Twitter feed)Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-68982784640919527032011-08-14T21:38:00.000+12:002011-08-14T21:38:01.119+12:00New Zealand Playcenter DVD 2011<iframe src="http://www.youtube.com/embed/BCtxP3NAWTo?fs=1" allowfullscreen="" frameborder="0" height="295" width="480"></iframe>Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-44496077796446297862011-07-18T20:15:00.002+12:002011-07-18T20:15:42.813+12:00ECE Task Force - Implications for Playcentre<a href="http://playcentreisqualityece.blogspot.com/">Here is a link to a new Blog</a> I set up to share information about the potential impact on Playcentres of the recommendations of the Task Force.Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-28505550801719870772011-06-06T21:54:00.001+12:002011-06-06T21:56:27.962+12:00ECE Task force report<a href="http://www.childforum.com/news/367-governments-ece-taskforce-report-now-out.html">Here</a> is a link to information from ChildForum on the taskforce report<br />
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It is an in-depth report with a range of potential consequences for the sector, depending on how the Minister uses the findings.Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-63994990521472361622011-03-21T15:34:00.002+13:002011-03-21T15:34:46.915+13:00The Third Update from the ECE Taskforce<a href="http://www.taskforce.ece.govt.nz/third-update-from-the-ece-taskforce/">Here</a> is the latest report from the taskforce. The final report is due to go to the Ministry of Education at the end of this month.Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-3907790682790514672011-02-02T13:30:00.000+13:002011-02-02T13:30:07.045+13:00ECE funding cuts<embed wmode="opaque" src="http://static.ning.com/socialnetworkmain/widgets/video/flvplayer/flvplayer.swf?v=201101262237" FlashVars="config=http%3A%2F%2Fwww.ecetogether.org.nz%2Fvideo%2Fvideo%2FshowPlayerConfig%3Fid%3D3864339%253AVideo%253A8765%26ck%3D-&video_smoothing=on&autoplay=off&hideShareLink=1&isEmbedCode=1" width="456" height="260" bgColor="#E8EBED" scale="noscale" allowScriptAccess="always" allowFullScreen="true" type="application/x-shockwave-flash" pluginspage="http://www.macromedia.com/go/getflashplayer"> </embed> <br /><small><a href="http://www.ecetogether.org.nz/video/video">Find more videos like this on <em>ECE Together</em></a></small><br />Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-59119833359620671892011-02-01T11:32:00.000+13:002011-02-01T11:32:00.591+13:00Outcomes of Quality ECEHere is a really useful <a href="http://www.publicpolicyforum.org/Matrix.htm">collection</a> of links to research on benefits of ECE.Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-40274376523794922292011-02-01T11:22:00.000+13:002011-02-01T11:22:40.143+13:00Margaret May and the value of ECEI have just watched Margaret's <a href="http://bit.ly/ibnZ7b">EDTalk</a> and decided to share it. Other relevant links are included in <a href="http://ictfunandlearning.blogspot.com/2011/01/here-is-link-to-report-on-evaluation-of.html#links">ICT Fun and Learning for ECE</a>"><br />
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Margaret is a Kindergarten teacher at Greenhithe Kindergarten in Auckland, NZ and was, until recently, a part of the ECE ICT professional learning programme run by Core Education. This programme ceased last year as one of the many ECE casualties in a Budget re-shuffle under the new government.Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-24892875924021916822011-01-10T15:50:00.001+13:002011-01-10T15:51:38.994+13:00Self-EvaluationIn catching up on some blog reading I came across this comment from a child at a Kindergarten here in NZ.Follow the link back to the Mangere Bridge Kindergarten Blog.<br />
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When asked how she made such intricate artwork Naomi answered "Because I knowed how to do it and I <a href="http://mangerebridgekindergarten.blogspot.com/2010/11/he-has-grass-on-his-roof-eh.html#links">know how to learn</a>Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-33544289506705752832010-10-13T18:01:00.000+13:002010-10-13T18:01:23.679+13:00ECE Cuts on Cambell LiveHere is the <a href="http://www.3news.co.nz/Govt-cuts-affect-early-childhood-educators/tabid/367/articleID/181046/Default.aspx">link</a>Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-16734014991814281892010-10-07T17:34:00.000+13:002010-10-07T17:34:16.823+13:00ECE Budget Task ForceI just heard on the news that Ann Tolley has set up a task force to examine the way the ECE budget is used. I dont often rave in public but I cannot help myself today!<br />
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I have also posted this at the <a href="http://www.ecetogether.org.nz/">ECE Together</a> website.<br />
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Warning! Long Rant ahead!<br />
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Although we have no real details as yet I think the fact that there is only one ECE person on the team and that Tolley has admitted that she consulted only herself about setting this up, is worrying.<br />
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Reading the <a href="http://www.stuff.co.nz/national/crime/4207299/Early-childhood-taskforce-announced#share">Stuff news item</a> critically makes for concern I believe.<br />
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<i>"Mrs Tolley said that under Labour, ECE costs had "blown out" to treble within five years to $1.3b a year.<br />
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There is no mention here about how ECE had grown, the demands on costs due to actually having some qualified staff and the impact of the 20 hours. And maybe that teachers were now actually being paid a reasonable salary - for the most part.<br />
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"It's vital this money is well spent to ensure the greatest number of children gain access to ECE and fully benefit from it," Mrs Tolley said.</i><br />
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[...]<br />
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<i>Mrs Tolley said the review was "absolutely not about cost- cutting".<br />
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"We are determined to reach those children and families who need it most and to give every single child the best possible start in life," she said.</i><br />
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This is suggesting that the money is not now well spent. It ignores the fact that a lot of money has just been spent on contracts to increase participation but that these have only just begun.<br />
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<i>The taskforce would:<br />
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* Do a full review of the value for Government investment in early childhood education.</i><br />
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That wont take long! There is no shortage of international and local research to show that money spent on quality ECE is money well spent.<br />
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* <i>Look at the efficiency and effectiveness of current ECE expenditure and possible improvements for Maori, Pasifika, and children from low socio-economic backgrounds.</i><br />
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Does this suggest that efficient and effective use of money is to target ECE funding at specific groups and maybe remove or reduce funding for others?<br />
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* Develop innovative and cost effective ways to support children's learning in early childhood and the first years of compulsory schooling. </i><br />
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Innovative and cost effective to me DOES mean cost cutting as well as redistribution. If I am innovative and cost effective about my supermarket budget it is going to mean cutting the cost!! Using these words together means being innovative in order to cut costs! Otherwise we might go back to being innovative to increase quality - like before MOE funded PD was cut.<br />
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* <i>Make recommendations to Government about proposed changes to funding and policy settings for early childhood education."</i><br />
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Changes in funding and policy are the most definitive. I believe this will mean some major changes including not going for the 80% registered teachers and staying at 50% (at best), targeted funding and probably targeting of the 20 hours. In the current economic climate it is not going to mean any increase in costs!<br />
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Rant over! I can go make dinner now<br />
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Maureen PerkinsMaureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-73952701855429312002010-08-14T13:24:00.002+12:002010-09-06T21:10:53.332+12:00Why didn’t I study Philosophy?<span xmlns=''><p>As I continue with my exploratory reading for my thesis work I am struck by my own ignorance. None of my previous study has done more than touch on philosophical theories and all the books I am reading are assuming that I spent my formative years soaking up the wisdom of Nietzsche, Marx, Heidegger and the rest. But basically all I can do is hear the Monty Python song going through my head – <br />
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Interesting that this information just has not come into my education study and yet I need that background so badly now. I don't have time for a Philosophy degree so will just have to do my best!<br />
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</p><p>P.S. You may have noticed a more personal slant to this Blog. That's because it is not part of any particular work but I can still see a need for it. Feel free to ignore posts and use this as a portal to other sites.</p></span>Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0tag:blogger.com,1999:blog-5157461494949450577.post-441316769971262312010-07-20T14:25:00.001+12:002010-07-20T14:26:43.386+12:00My researchI have now met with both of my supervisors and am inspired and excited and only need another day or two a week to be added to my calendar!<br />
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I am going to be exploring <i>Kei Tua o te Pae</i> and other documents relevant to ECE in NZ and will be identifying areas of ambiguity, contradictions and gaps. I have been enjoying reading 2 books in particular:<br />
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<a href="http://www.fishpond.co.nz/Books/History/General/9780820434520/?cf=3&rid=570746017&i=6&keywords=cannella">"Deconstructing Early Childhood education" </a>by Gaile Cannella<br />
and <a href="http://www.fishpond.co.nz/Books/Nonfiction/Education/Preschool_Kindergarten/9780415321006/?cf=3&rid=1937105070&i=2&keywords=doing+foucault">"Doing Foucault in Early Childhood Education"</a> by Glenda MacNaughton.<br />
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Great for getting your head into a critical space!<br />
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I thoroughly recommend these books to anyone exploring ECE issues. You may not agree with some of the stances taken by the autors but you will certainly be challenged!Maureen Perkinshttp://www.blogger.com/profile/15172870816439396812noreply@blogger.com0