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The course is designed to provide initial early childhood teacher education students with knowledge of the cultures, policies and practices that contribute to inclusion and exclusion in early childhood education. As part of wider themes of belonging, relationships and communities, students in this course will develop a critical awareness of the contested pedagogies and theoretical debates around inclusion within the social, historical, cultural and political context in Aotearoa New Zealand. The barriers to effective participation and learning and how these influence practice and outcomes are considered. Students will develop their understanding, knowledge and skills to ensure that all children and their families/whanau right to belong, be included and supported in early childhood settings is upheld.
On the successful completion of this course, students will be able to:1. Articulate the theoretical perspectives on the inclusion of all children and families in early childhood settings, including from an indigenous and counter-colonial perspectives.2. Critically reflect on contemporary issues in inclusive education, their relationship to relevant legislation, policy documents and educational research and the implications for teaching and learning in the early years.3. Demonstrate the values and attitudes that support the inclusion of all children in early childhood settings.4. Identify and analyse barriers to effective participation and learning in early childhood settings, including developing and critiquing a range of skills, strategies and practices to overcome these barriers.
30 points from 100 level AKOE
Students must attend one activity from each section.
Nicola Surtees
Tracy Dayman
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
Domestic fee $948.00
International fee $4,263.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Curriculum, Pedagogy and Assessment .