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Priorities for children's learning in early childhood services: Good practice

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In 2012, the Education Review Office (ERO) undertook a national evaluation that investigated: How effectively are early childhood services across New Zealand determining, enacting and reviewing their curriculum priorities to support education success for every learner? ERO reported its findings from this evaluation in two reports in May 2013 - Priorities for Children's Learning in Early Childhood Services and Working with Te Whariki. This latest report, Priorities for Children's Learning in Early Childhood Services: Good Practice, complements these earlier reports. It highlights examples of good practice from five early childhood services included in the 2012 evaluation. In these five early childhood services, the identified priorities for children's learning were clear and reflected the context and philosophy of each individual service. The priorities were all strongly influenced by the principles and strands of Te Whariki. In addition, parents and whanau had input into the priorities for their children's learning. Common themes were evident in the services' priorities for children's learning. They included a focus on belonging, literacy and numeracy, social and emotional competence, communication, and fostering children's language, culture and identity. These priorities were visible in the services' practices relating to curriculum, teaching, assessment and self review. (author abstract)

Resource Type:
Reports & Papers
Country:
New Zealand

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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