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Early Childhood Education: Intentional Teaching

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New Zealand early childhood education is noted for its quality of relationships with parents, families, and whānau. In this project we re-examined these relationships while investigating how active adult participation leads to enhanced children's learning and to family and community wellness. The key is for teachers and services to be intentional and deliberate in their interactions with whānau and their local communities. Intentionally building a learning tradition that weaves together all aspects of an education entity - teaching and learning, administration, management and organisation - to increase and address adult participation touches every aspect of the services provided by a centre. This multi-layered approach to building relationships, reshaping provisions, and encouraging participation enables diverse responses and practices that could meet the preferences of the participating families and whānau at any ECE service in a way that is relevant to their community. The centres' teachers increased their intentionality around parent and whānau participation. They looked for daily opportunities to expand and extend their connections and conversations with the parents, and were rewarded with increased interest and participation by the parents. This research was carried out from 2010 to 2012 in Whanganui, NZ. The research was a partnership between the Whanganui Central Baptist Kindergarten and Early Learning Centres, and researchers, Judith Duncan (University of Canterbury) and Sarah Te One (Victoria University of Wellington). Funded by the NZ Teaching and Learning Research Initiative (NZCER).
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EDUCATION

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