Graduate Diploma in Teaching (Early Childhood Education)

This course introduces you to the field of early childhood education in New Zealand. It discusses professional knowledge, skills and values, as well as examining the key documents that guide early childhood professionals in New Zealand. In particular, Te Whāriki (Ministry of Education, 2017), the national curriculum framework for early childhood education, its overall intent, structure and the practices it promotes are introduced. Professional relationships, responsibilities and qualities of early childhood teachers are discussed and you will become familiar with the concept of reflection as a tool for growing your teaching practice.

This course examines how play supports and fosters children’s learning and development. Theories and perspectives in relation to play are investigated and ways to apply them in early childhood contexts are considered. You also explore how Te Whāriki (Ministry of Education, 2017) guides holistic teaching and learning, which extends your understanding of the significance of sociocultural approach in teaching practice. Teaching strategies that support responsive learning environments, with a specific emphasis on children’s wellbeing, diverse interests and social competence, are considered.

In this course, you are introduced to key concepts and perspectives on young children’s learning and development. It examines a range of factors that influence how infants, toddlers and young children learn and develop, including neuroscientific perspective and prenatal stages. The developmental domains of physical, language, social and emotional development are covered, as well the importance of viewing these domains from a holistic perspective.

Engaging in bicultural development in the teaching practice can be a dilemma many early childhood centres face when it comes to practice. This course serves as a theoretical and practical guide for you to not only recognise the importance of understanding and accepting the Tiriti-based values of two traditions within the bicultural society of Aotearoa/New Zealand, but also to be able to actively practice te reo and tikanga Māori in early childhood contexts. Through the in-depth exploration of tikanga and te ao Māori, this course highlights the responsibility of early childhood teachers to support Māori identity, language and culture and actively promote Māori values and language for children of all ethnicities through everyday teaching and learning.

This course continues to build on your developing knowledge and understanding of Te Whāriki (Ministry of Education, 2017) and looks at how the early childhood curriculum guides subject content of learning areas in The New Zealand Curriculum (Ministry of Education, 2007), the curriculum used in primary and secondary schools. Although the learning areas such as Language and Literacy, Arts, Mathematics, Science and Technology are discussed separately in this course, the interconnectedness of these areas is examined and emphasised. The course suggests a range of practical ways to support each of the curriculum areas.

In this course, you are introduced to a range of curriculum approaches and observation as an assessment method, which forms the basis for recognising and responding to children’s learning and development. You explores a range of observation methods and provides guidance on how to use them in practice, in order to recognise children’s interests, knowledge, dispositions and strengths. The course also presents an overview of forms of assessment, particularly focussing on learning stories and their significance in assessing children’s learning. You are introduced to the process of self-review and planning, which arises from observation and assessment of children’s interests, strengths, behaviours and needs.

This course builds on the importance of inclusion of children with diverse needs in early childhood contexts and challenges you to consider your role as an early childhood teacher in supporting and advocating for children with diverse needs and their families/whānau. It also explores historical, political and legislative changes that have taken place both globally and domestically and the critical role of these changes in developing teachers as strong advocates, committed to equitable pedagogies.

This course prepares students to carry out inquiry into their own practice in licensed professional early childhood settings. Based on an authentic puzzle or problem of practice, you will be prompted to research the topic area, make connections to your previous learnings, engage in professional discussions with your colleagues and suggest and implement changes in your own teaching practice. Teaching as Inquiry is a powerful and effective method to promote teacher professional learning and a strategy to improve children’s learning. Through an evidence-based approach to teaching, this course supports teachers to critically reflect on the complexity of the teaching and learning process and focus on enhanced outcomes for learners.

This course will support you to demonstrate the knowledge and skills learnt throughout your program of study. Based on the Teaching as Inquiry course, you will present a short oral power point presentation that will explain your practice-based intervention. You will be prompted to discuss the impact of your teaching on learners and demonstrate connections between changes in your teaching practice and the Standards of the Teaching Profession. Your presentation will demonstrate the practices and rigour of a professional inquiry and will include reflection on changes to your teaching practices and Standards for the Teaching Profession.

This course focuses on early childhood teachers as leaders and explores a range of leadership theories and concepts. An emphasis is placed on your own leadership through critically reflecting on your emerging professional philosophy in respect to leadership and ethics. A range of leadership perspectives that have implications for those working in an early childhood context are critically examined, with a particular focus on exploring pedagogical leadership as it relates to the role of the teacher.

This course supports you through the Field Practice placements and provides assistance in your journey of becoming a Graduating Teacher. It empowers you to consolidate and apply the theoretical and conceptual knowledge gained from the academic courses. This course is a great opportunity to explore and reflect on your own values and beliefs as you move towards becoming a Graduating Teacher.