Philosophical approaches
A number of international approaches to early childhood education may offer a source of pedagogical and philosophical principles to guide teaching.
Definition
The early childhood curriculum Te Whāriki expects early childhood settings to weave a set of pedaogical and philosophical principles that are meaningful and relevant to their own context. Reviewing internationally respected educational approaches associated with key thinkers (Maria Montessori, Rudolf Steiner) or places (Reggio Emilia, Northern Italy), can provide some provocation for teachers’ reflection on pedagogy and curriculum design.
Relevance
Approaches associated with Reggio Emilia, RIETM Montessori or Steiner education have some similiarities with the goals and aspirations of Te Whāriki.
State of the evidence
While there is limited research evaluating these frameworks against outcomes for children in early childhood, some of the key features and guiding principles underpinning these approaches are based on robust research evidence.
In practice
- Use your understanding of international pedagogies for early childhood education to reflect upon your own practice.
- Consider the alignment of the goals and principles of Te Whāriki when drawing on any international approach to inform your own practice.
- Develop cycles of inquiry to help you assess the impact of changes to your practice inspired by international approaches on children’s learning.
Guiding questions
- How does this educational approach reflect the historical context in which it was first developed?
- What are the similarities and differences between the context in which this approach was developed and is used, and the contexts of Aotearoa New Zealand?
- In what ways would drawing on these methods and approaches support you to implement Te Whāriki?
Slow pedagogies in early childhood education
An introduction to Dr Alison Clark's theory of slow pedagogies.
Social justice in early childhood education
An introduction to enacting the principles of social justice in early childhood settings.
Vygotsky’s philosophy of education
The main tenets underpinning Vygotsky’s theory of education
Piaget’s theory of education
An overview of Piaget’s key educational principles
The Steiner approach
A description of some of the key principles underpinning Steiner education.
The Pikler/Resources for Infant Educarers™ approach
A summary of the key tenets of the Pikler/RIE philosophy of early childhood care and education.
Slowing down with very young children
Associate Professor Gloria Quiñones from Monash University explores how infants and toddlers’ interactions with their bodies, peers, environments, and even non-human entities can be supported through thoughtful, slow pedagogies.
The role of love in infant pedagogies
Love has been positioned as a contested emotion in early childhood education, but there are strong arguments for exploring this in early childhood practice
Children’s voices in early childhood curriculum
Professor Marek Tesar (University of Auckland) and Dr Vicki Hargraves discuss the importance of incorporating children’s voices in to curriculum design and implementation in early childhood settings.
Rethinking time to enhance infants’ and toddlers’ experiences and learning
Key insights from a webinar with Associate Professor Gloria Quiñones from Monash University.
Love as a lens in infant pedagogy
Key insights from a webinar with Dr Andrea Delaune.
Listening to children for child-centred practice
The key insights from our webinar with Marek Tesar exploring the vital role of children's voices in early childhood education.
An interview with Tina Tacken about the importance of observation in infant and toddler care
Tina Tacken, leader or the infant and toddler space at the AUT Childcare Centre, discusses how she balances Magda Gerber’s concept of respectful practice with the need to develop a rich language environment