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dc.contributor.authorBlaiklock, Ken
dc.description.abstractTe 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.en_NZ
dc.publisherTaylor & Francisen_NZ
dc.rightsThis 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.comen_NZ
dc.subjectearly childhood curriculumen_NZ
dc.subjectTe Whārikien_NZ
dc.subjectNew Zealanden_NZ
dc.titleTe Whāriki, the New Zealand early childhood curriculum: Is it effective?en_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderTaylor & Francis Groupen_NZ
dc.subject.marsden130107 Te Whāriki (Māori Early Childhood Education)en_NZ
dc.identifier.bibliographicCitationBlaiklock, K. (2010). Te Whāriki, the New Zealand early childhood curriculum: Is it effective? International Journal of Early Years Education, 18, 201-212. doi: 10.1080/09669760.2010.521296en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.titleInternational Journal of Early Years Educationen_NZ

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