Kei Tua o te Pae

Introduction - He kupu whakataki

In 2001, Mason Durie set out a framework for considering Māori educational advancement. He set out three goals in this framework (discussed in Book 1). Goal 3 relates to well-being:

"A third goal for education is linked to well-being. Education should be able to make a major – if not the major – contribution to health and well-being and to a decent standard of living. Educational achievement correlates directly with employment, income levels, standards of…

… and gracious,
just like the proud horoeka tree,
confident and free.
Seek out the secrets of the
hidden well-spring of your mind
and know the sounds and
dreams of your spirit.

So you shall blossom into the world,
and the world in turn is transformed.

Introduction – He kupu whakatakiAn Introduction to Kei Tua o te Pae is the first in a series of books of exemplars developed to consider and inform assessment practice in early childhood education. Each book is briefly described on the contents pa…

… Education (1996), op. cit., p. 88.

8 ibid., p. 78.

9 Bridget Somekh (2007). Pedagogy and Learning with ICT: Researching the Art of Innovation. London: Routledge, pp. 2 and 3. Somekh adds, “In researching this art of innovation with a special focus on the introduction of ICT into education I have found socio-cultural theories particularly powerful, both as a framework for analysis and interpretation, and in designing prototypes of innovative pedagogies and new ways of learning … Initially my u…

Introduction He kupu whakatakiThe exemplars in this book should be considered in conjunction with the discussion in Book 16. Information and communication technology (ICT) can be defined as “anything which allows us to get information, to communicate with each other or to have an effect on the environment using electronic or digital equipment”.1 The Government’s ICT framework for early childhood education states:

"Acknowledging the central position of the ECE curriculum Te Whàriki in ECE…

… Sharman’s Music with Young Children (1974) and Gwen Somerset’s Work and Play (first ed. 1958, revised and enlarged in 2000). Both are published by the New Zealand Playcentre Federation, Auckland.

5 Ministry of Education (2007b). Kei Tua o te Pae: An Introduction to Books 11–15 . He Whakamōhiotanga ki ngā Pukapuka 11–15. Wellington: Learning Media, p. 12.

6 Ministry of Education (2004). An Introduction to Kei Tua o te Pae. He Whakamōhiotanga ki Kei Tua o te Pae. Wellington: Learning Media, p.…

IntroductionThe exemplars in this book should be considered in conjunction with the discussion in Book 16. Opportunities for children to be creative and imaginative through the arts are woven throughout Te Whāriki. The 2007 New Zealand school curriculum identifies four disciplines of the arts. These are: dance, drama, music – sound arts, and visual arts. The curriculum reminds us that:

"The arts are powerful forms of expression that recognise, value, and contribute to the unique bicultural…

IntroductionThe exemplars in this book should be considered in conjunction with the discussion in Book 16. A definition of mathematics and statistics in The New Zealand Curriculum includes the statement:

"Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but different ways of thinking and of solving problems. Both equip students w…

Introduction – He kupu whakatakiThe exemplars in this book should be considered in conjunction with the discussion in Book 16. The concept of literacy described in that introduction informs this book of exemplars. Literacy assessment in early childhood settings has tended to focus on a ledger of skills and conventions to do with the mechanics of reading and writing, for example: the identification of letters of the alphabet, being able to recognise and/or write one’s name, and knowledge of print…

… Focusing the lens on Te Whāriki – He āta titiro ki Te Whāriki
Focusing the lens on symbol systems and technologies for making meaning – He āta titiro ki ngā tohu whakahaere me ngā momo hangarau hei whakamārama
Endnotes – Kōrero tāpiri

Downloads

An Introduction to Books 17-20: Symbol Systems and Technologies
Three Lenses
A Repertoire of Literary Practices
An Introduction to Books 17-20: Symbol Systems and Technologies (Full)
Endnotes…

Introduction - He kupu whakatakiHow does one maintain standards of accountability – to students, teachers, and parents, to school officials who are responsible for the students’ progress … while at the same time keeping the social contract with students, who are encouraged to view themselves as co-equal participants in a community of sharing? This is a difficult tightrope to walk, and our approach has been to be honest with the children and to allow them to participate in the assessment process…

Introduction - He kupu whakataki

Indeed, it was in this [research] process that we came to recognize – in practice as well as in theory – the critically important role of dialogic knowledge building in fostering the dispositions of caring, collaboration and critical inquiry that are at the heart of our vision of education.1

This book collects together early childhood exemplars that illustrate the assessment of learning that is valued within the curriculum strand of Communication/Mana Reo, keep…

Introduction - He kupu whakataki
"Teaching children as young as kindergarten age to question relentlessly and learn from their failures is the key to producing world-class scientists … We must stimulate the asking of questions by young people so they grow up in an environment that encourages scientific questioning … The education system must also help young people develop resilience in the face of repeated failure … It is so important to keep trying and trying." 1

This book collects t…

… teachers to understand and strengthen children’s learning and show how children, parents and whānau can contribute to this assessment and ongoing learning.

The task of getting every page of the exemplars online will take some time. In most cases, the introduction has been loaded and the rest of the book is available to download in PDF format.

Related downloads

Book 1: An introduction to Kei Tua o te Pae
Book 2: Sociocultural assessment
Book 3: Bicultural assessment
Book 4: Children contribut…

Introduction - He kupu whakataki
When a child moves from a family to a classroom, when an immigrant moves from one culture to another, or when an employee moves from the ranks to a management position, learning involves more than appropriating new pieces of information. Learners must often deal with conflicting forms of individuality and competence as defined in different communities … I am suggesting that the maintenance of an identity across boundaries requires work and …[t]his work … is at th…

Introduction - He kupu whakatakiThe strands of Te Whāriki
"This curriculum is founded on the following aspirations for children: to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society." 1

This book introduces the section of Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars that focuses on the five strands of Te Whāriki.…

Introduction - He kupu whakataki
"Te Whāriki is designed to be inclusive and appropriate for all children and anticipates that special needs will be met as children learn together in all kinds of early childhood settings. The programmes of each centre will incorporate strategies to fully include children with special needs."

Te Whāriki, page 11

This book represents national work-in-progress, as teachers, whānau, and early intervention specialists explore inclusive assessment practice…

Introduction - He kupu whakataki
"Exemplars are examples of assessments that make visible learning that is valued so that the learning community (children, families, whānau, teachers, and beyond) can foster ongoing and diverse learning pathways [emphasis added]."

Early Childhood Learning and Assessment Exemplar Project
Advisory Committee and Co-ordinators, 2002

This book is about one of the purposes and consequences of documented assessment in early childhood education. We know that…

Introduction - He kupu whakataki
"Exemplars are examples of assessments that make visible learning that is valued so that the learning community (children, families, whānau, teachers, and beyond) can foster ongoing and diverse learning pathways."

Early Childhood Learning and Assessment Exemplar Project Advisory
Committee and Co-ordinators, 2002 (Emphasis added)

This is the second of three books of exemplars that ask the question “What difference does assessment make to children’s lea…

Introduction - He kupu whakataki
"Exemplars are examples of assessments that make visible learning that is valued so that the learning community (children, families, whānau, teachers, and beyond) can foster ongoing and diverse learning pathways."

Early Childhood Learning and Assessment Exemplar Project Advisory
Committee and Co-ordinators, 2002 (emphasis added)

Exemplar books 5, 6, and 7 ask the question: “What difference does assessment make to children’s learning?” These exemplar b…

Introduction - He kupu whakatakiTe Whāriki affirms the view of Urie Bronfenbrenner (1979) that  “Learning and development are facilitated by the participation of the developing person in progressively more complex patterns of reciprocal activity” (page 60) and by gradual “shifts in the balance of power” (page 212) from the teacher to the learner.  These shifts reflect children’s increasing ability and inclination to steer their own course, set their own goals, assess their own achievements, and…