Te Whāriki: Tracking Progress in Early Childhood Learning
ELP Lecture Series – April Lecture – 7–9pm
Presented by: Wendy Lee
In the latest version of ‘Weaving Te Whāriki’, we explored the notion of tracking learning progress within the principles of Te Whāriki. Why is this essential? Firstly, Te Whāriki (English version, 2017 p.7) emphasises the development of knowledge, skills, attitudes and dispositions that support lifelong learning.” As global citizens in a rapidly changing and increasingly connected world, children need to be adaptive, creative and resilient. They need to learn ‘how to learn’ so that they can engage with new contexts, opportunities and challenges. Progress is therefore about becoming a ‘life-long learner’. But the learning described in Te Whāriki is also multi-faceted and complex. Knowledge, skills, attitudes and dispositions are all woven and entangled together. Hence, we need to address the notion of assessing progress without being prescriptive in ways that separate knowledge or skills into discrete baskets that then damage and destroy the interconnected weavings and entanglements.
This lecture will be an opportunity to explore what ‘progress’ looks like within the context of our socio-cultural curriculum Te Whāriki. We introduce notions about ‘what progress is’ in early childhood, and we include some of our findings to illustrate and support these notions.