This good practice report presents examples from five early childhood services where priorities for children’s learning were well considered and reflected on.
The five services were part of a national evaluation that ERO undertook in 2012 about curriculum priorities. They were subsequently chosen to feature in this good practice report.
Their priorities were clear, reflected the context and philosophy of each service, and were strongly influenced by the principles and strands of Te Whāriki. In addition, parents and whānau views influenced the priorities for their children’s learning.
The services include a Pacific early childhood service, a Māori immersion centre, a kindergarten, a Playcentre, and an education and care service.
This report complements two reports published in May 2013 - Priorities for Children’s Learning in Early Childhood Services and Working with Te Whāriki.
Each example highlights, for each service:
The priorities for children’s learning in these services informed curriculum design, teaching practice, assessment practice, and self review. Identified priorities were strongly reflected in each service’s curriculum, giving teachers a clear direction for teaching and learning.
This report also looks at the teaching practices at these five services. They include effective:
The report found that priorities for children’s learning informed assessment practice in these five services. Assessment records had a strong focus on children’s knowledge, skills, attitudes and dispositions. Each child’s progress and next learning steps, as well as continuity of learning, were evident in assessment records. The children’s new learning was clear to parents, whānau and children.
The services’ self review was well integrated into practices. It informed, and was informed by, priorities for children’s learning. Positive changes that occurred as a result of self review included changes to the curriculum, ways of working with Te Whāriki, teaching and assessment practices, and the learning environment.