New Zealand Tertiary College T E R T I A R Y C O L L E G E S G R O U P Bachelor of Teaching (Early Childhood Education) (Level 7) Course Synopses Stage One B101 Introduction to Early Childhood Education Level 5 15 credits This course explores the field of early childhood education and its value and contribution to children, families and communities in Aotearoa/New Zealand. You will learn about and investigate: factors that have shaped early childhood education today; a range of early childhood services; Te Whāriki, the National curriculum framework document for early childhood education in Aotearoa/New Zealand; the role of the early childhood teacher in maintaining an emotionally and physically safe and healthy environment, complying with the early childhood education regulations, centre policies and procedures; the importance of relationships; the responsibilities and qualities of professional early childhood teachers; and how reflection can enhance teaching practice and support you to articulate a personal and professional philosophy of teaching and learning. B102 The Whole Child Level 5 15 credits This course introduces you to a range of theoretical perspectives and concepts on the physical, cognitive, social, emotional, language and spiritual development of infants, toddlers and young children. These developmental domains make each child similar and unique at the same time. Recognising their interrelationship will help you understand the holistic nature of child development. The influence of biological and socio-ecological factors that impact on development and behaviour will be identified, and you, in partnerships with families, agencies and other early childhood professionals, will apply this knowledge to positively guide and support children in their development and behaviour. Your understanding of the whole child will be guided by Te Whāriki, other relevant curriculum documents, and research. B103 Early Years Pedagogy Level 5 15 credits This course introduces you to the idea that play is a positive force in children s learning, and play experiences are an important foundation for fostering their development in a meaningful way. You will study theoretical, social and cultural perspectives of play and children s learning styles, and how Te Whāriki guides early childhood teachers in designing and implementing meaningful play experiences. A range of observation methods will be introduced, including the noticing, recognising and responding filters from Kei Tua o te Pae and Learning Stories. Based on this learning, you will begin to formulate suitable play opportunities that will support the learning and development of all children, including children with diverse needs. B104 The Professional Early Childhood Teacher Level 5 15 credits The knowledge, skills and attributes that form the foundation of quality practice for professional early childhood teachers in Aotearoa/New Zealand are covered in this course. You will be introduced to a range of personal and professional characteristics and dispositions of professional early childhood teachers, as guided by NZTC S four values and the Graduating Teachers Standards: Aotearoa/New Zealand. You will develop skills in reflective practice and effective, culturally appropriate, interpersonal communication that supports reciprocal and responsive relationships/whanaungatanga with children and their families. You will also be introduced to the NZ Teachers Council Code of Ethics and the Licensing Criteria for Early Childhood Education and Care Centres. V.13.1 Page 1 of 5 New Zealand Tertiary College
105 - Culturally Responsive Early Childhood Education Level 5 15 credits This course supports your understanding of concepts relating to culture and cultural diversity, in relation to your own culture, early childhood education, teachers, children and their families/whānau. It introduces you to the bicultural foundation of Aotearoa/New Zealand, and to the Treaty of Waitangi/Te Tiriti o Waitangi and its influence on New Zealand society. Particular focus is given to the bicultural obligations of early childhood teachers, with an introduction to strategies and practices to support them. The importance of your cultural self-awareness is stressed as a foundation for working effectively with others, and support is given to develop and use this awareness to genuinely support equitable educational opportunities for all children. B106 Socio-cultural Assessment, Planning and Teaching Level 5 15 credits This course is designed to support your understanding of a socio-cultural approach to teaching and learning. You will examine the planning process, with a particular emphasis on assessment, evaluation, and reflection, to guide planning for children s on-going learning. You will examine the importance, for assessment, of documenting, interpreting and analysing the multiple perspectives of early childhood teachers, whānau/family members and children. The role of the teacher in planning for and implementing both planned and spontaneous learning experiences will draw on and extend your knowledge of Te Whāriki. You will learn about theories of teaching and learning, including that of an emergent curriculum and concepts of ako and tuakana/teina within te ao Māori. B195 Field Practice 1 Level 5 30 credits This course enables you to consolidate your theoretical knowledge by applying it to your teaching practice within a supportive early childhood learning environment, and formulate your professional philosophy of teaching, learning, and early childhood education. You will maintain a safe and healthy early childhood environment guided by centre policies, processes and collaborative planning with centre staff and parents. You will also acquire a repertoire of teaching strategies to support a play-based curriculum guided by Te Whāriki and design and utilise resources that support meaningful learning experiences for infants, toddlers and young children. Your developing professional practice and skills in te reo me ngā tikanga Māori, and support for an inclusive environment, integrating biculturalism and cultural diversity, will be demonstrated. Stage Two B201 Language, Literacy and the Creative Arts Level 6 15 credits This course is designed to build on your knowledge of the principles of Te Whāriki, which guide teaching and learning in early childhood education in Aotearoa/New Zealand. You will acquire content knowledge of the learning areas of Language, Literacy and the Creative Arts within The New Zealand Curriculum, through engagement with current practices and research. Planning and assessment practices and teaching strategies that foster language, literacy and the creative arts in early childhood education will be investigated and connected to the principles and strands of Te Whāriki. The role of the teacher, including teacher interactions, environments and resources, as well as the role of peers, whānau/family and the wider community, will be considered. B202 - Infants and Toddlers Level 6 15 credits This course is designed to support your development of a strong knowledge-base and pedagogy of infant and toddler care and education. You will first consider Aotearoa/New Zealand s historical and contemporary discourses that have influenced early childhood education and care for infants and toddlers, then the holistic development and sensitive learning periods of infants and toddlers, alongside a range of theories, perspectives and research that inform exemplary environments for and relationships with our youngest citizens. Quality curriculum provision for infants and toddlers will be investigated, while being respectful, ethical and responsive to their rights and their whānau/family s social and cultural aspirations. Finally, you will critically reflect on your professional philosophy of teaching and learning, in relation to infants and toddlers. V.13.1 Page 2 of 5 New Zealand Tertiary College
B203 Bicultural Development in Early Childhood Education Level 6 15 credits This course enables you to explore biculturalism on a personal, institutional and societal level, as a teacher in Aotearoa/ New Zealand. A review of Te Tiriti ō Waitangi/The Treaty of Waitangi is provided as a foundation for this course, alongside historical and contemporary events and issues that have impacted on children, whānau, education and wider society. You will examine local and national initiatives that contribute to equitable opportunities for Māori, and the professional responsibilities of teachers that contribute to bicultural development within early childhood education. Current research associated with whanaungatanga, the inclusive and collective approach to working with parents, whānau and the wider community in Aotearoa/New Zealand, will be investigated and applied to your early childhood education context. B204 Mathematics, Science and Technology Level 6 15 credits This course is designed to build on your knowledge of the principles of Te Whāriki, which guide teaching and learning in early childhood education in Aotearoa/New Zealand. You will acquire content knowledge of the learning areas of mathematics, science and technology within The New Zealand Curriculum, through engagement with current practices and research. Planning and assessment practices and teaching strategies that foster mathematics, science and technology in early childhood education will be investigated and connected to the principles and strands of Te Whāriki. The role of the teacher, including teacher interactions, environments and resources, as well as the role of peers, whānau/family and the wider community, will be considered. B205 Teachers as Researchers Level 6 15 credits This course is an exploration of how educational research is designed and articulated. It will give you the tools to effectively read and evaluate research and encourage the application of evidence-based research to early childhood teaching. You will be introduced to four distinct research articles, which are used to illustrate the key points of research design. You will also study research paradigms and methodologies, which will assist you to critically analyse the assumptions that underpin different research approaches. Common research methods used in education and the importance of alignment are examined, and you will look at constructs that will help us to evaluate the trustworthiness and credibility of evidencebased research. B206 Families, Community and Society Level 6 15 credits This course acknowledges the diversity and uniqueness of families and the contribution families make to society. You will investigate a range of social issues, trends and challenges affecting families with children. Strategies that teachers can use to support families/whānau are considered, along with an awareness of support organisations available to them in the community. Genuine, collaborative and empowering relationships between families/whānau and early childhood centres are a major focus of this course. You will examine a strengths-based approach to working with families and apply this to the early childhood context. This course will enable you to be aware of and responsive to families/whānau and, therefore, positively contribute to strong, resilient families and communities. B295 Field Practice 2 Level 6 30 credits This Stage Two Field Practice Course builds on your first year experiences in early childhood settings. You will engage in more in-depth curriculum planning and assessment, underpinned by sound pedagogical content knowledge. You will demonstrate your familiarity and competence with ICT and teaching strategies and practices that support the learning and development of infants, toddlers and young children. Your use of te reo me ngā tikanga Māori is expected to be well integrated into your practice, during this course, as is the ability to demonstrate professional practices that promote effective team work and parent/teacher/whānau partnerships. Through questioning and assessing your teaching practice, you will review and refine your personal and professional philosophy of teaching, learning and early childhood education. V.13.1 Page 3 of 5 New Zealand Tertiary College
Stage Three B301 Curriculum Approaches Level 7 15 credits This course involves examination of the values, beliefs and philosophies that inform early childhood education pedagogy. You will critically reflect on what your values and beliefs are, how they were formed, and how they influence your practices in educational contexts. Historical, political and societal influences on early childhood education, early philosophies of education and their contribution to contemporary theories, beliefs and practices will be studied. You will critique early childhood curriculum approaches and philosophies by examining the theoretical perspectives, beliefs and values that underpin them. These approaches will be compared and contrasted with the supporting theories and philosophies underpinning Te Whāriki. Finally, you will review and justify your professional philosophy of teaching and learning from a more informed perspective. B302 Early Childhood Teachers as Leaders and Managers Level 7 15 credits This course begins by discussing the development of leadership and educational leadership theory, with particular attention given to the nature and importance of leadership in contemporary and traditional Māori society. Issues such as the relationship of management to leadership, collaborative leadership, and gender are discussed. Concepts that affect understandings of leadership, including shared vision-building and the strategic planning process, are explained. Additionally, a number of concepts and strategies for enhancing organisational culture through effective leadership and the development of interpersonal skills and attitudes are discussed, including effective communication, teamwork, staff development and organisational culture. This course will provide you with some essential elements necessary for understanding how to negotiate the journey of leadership development in early childhood education contexts. B303 - Inclusive Early Childhood Education Level 7 15 credits In this course, you will be challenged to consider your role as an early childhood teacher and future leader in supporting and advocating for children with diverse needs. You will explore relevant historical, political and legislative changes, in regards to inclusive practice, and will consider the importance of collaborative relationships with families, including processes involved in referrals to specialist services. Ethics and questions of social justice and equity are examined, in relation to inclusion, on the basis of gender, sexuality, class, socio-economic status, ethnicity and language. Your philosophy of inclusion and your commitment to equitable pedagogies and advocacy will be reflected on and appraised. B304 Intercultural Pedagogy in Early Childhood Education Level 7 15 Credits This course introduces the concepts, key intercultural practices, and principles of critical multiculturalism, within early childhood education in Aotearoa/New Zealand. These concepts and theoretical perspectives will enable you to critically analyse pedagogies and curriculum provision in early childhood education. This course also focuses on the particular teaching and learning needs and strategies appropriate for children with English as an additional language (EAL) and children from non-english speaking backgrounds (NESB). Upon completion of this course, students will be able to articulate their views of appropriate intercultural pedagogies in early childhood education, in light of different cultural perspectives within the local community and the early childhood centre environment. B305 Curriculum Influences and Review Level 7 15 credits In this course, you will examine key contemporary perspectives of child development and will consider how these perspectives influence curriculum design and implementation in early childhood education. Contemporary issues relating to the implementation of curriculum in an early childhood centre, including key influential policies and social trends, will be investigated, in order to analyse curriculum provision. This course draws on multiple perspectives, so as to conceptualise quality early childhood education, to relate quality to your teaching practice, and to develop your early childhood professional philosophy of teaching and learning. The processes of external and internal self-review will be applied to centre contexts, in support of quality early childhood education environments for children and families. V.13.1 Page 4 of 5 New Zealand Tertiary College
B306 - Research in Early Childhood Education Level 7 15 credits This course is designed to enhance your research skills and to equip you for conducting effective, appropriate and valuable practitioner research within the early childhood setting. Action research is appraised as a powerful tool for professional and personal growth, in supporting early childhood teachers to engage in meaningful reflection, and bringing about change and improvement in the early childhood setting and sector. At the completion of this course, you will have developed a sound understanding of the nature and value of action research and gained increased confidence, in preparation for conducting action research. You will develop strategies and skills for constructing a research topic, creating a literature review on this topic and assembling a research proposal. B395 Field Practice 3 Level 7 30 credits Drawing upon the professional knowledge, practice, values and relationships defined within the Graduating Teacher Standards: Aotearoa/New Zealand, during this course, you will demonstrate practices informed by the theories you have studied, while considering current issues and trends in society and early childhood education. You will demonstrate leadership skills in working collaboratively with colleagues, parents and whānau to provide a quality early childhood curriculum that supports an inclusive, intercultural early childhood setting. You will undertake the processes of self-review for the improvement of the curriculum, thereby making a valued contribution to the early childhood centre. Well informed, ethical decision making will be evidenced through critical reflection on research, dominant assumptions and personal practices as an early childhood professional. V.13.1 Page 5 of 5 New Zealand Tertiary College