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This is a 200 level compulsory course which focuses on integrating and applying the theoretical knowledge of the BTchLn courses in early childhood settings for a 4-week period. TEPP206 Professional Practice 4 has a particular focus for students on their role in the provision of numeracy and literacy experiences within an early childhood context of Aotearoa New Zealand.
On the successful completion of this course, participants will be able to:Reflect on the responsibilities and relationships associated with the teaching of infants, toddlers and young children at a Year 2 level.Demonstrate professional qualities at a satisfactory level or above.Demonstrate competencies at a satisfactory level or aboveDemonstrate the ability to set and achieve goals and engage in reflective practice as appropriate for a Year 2 student.
TEPP205 or an approved equivalent
TEPP201, EDTP264, TEPP251
TEPI206 or approved equivalent
TEPP201
Lynda Boyd
Clark, Beverley. , Grey, Anne; Āta kitea te pae = Scanning the horizon : perspectives on early childhood education ; Pearson, 2010.
Fleer, Marilyn; Early learning and development : cultural-historical concepts in play ; Cambridge University Press, 2010.
Anning, A. (2003). Pathways to the graphicacy club: The crossroad of home and pre-school. ‘Journal of Early Childhood Literacy’. 3(1), 5-35.Anthony, G., & Walshaw, M. (2009). Mathematics education in the early years: Building bridges. ‘Contemporary Issues in Early Childhood’, 10(2), 107-121.Craw, J., & Hayes, M. (2007). Subject knowledge enhances the documentation of young children’s mathematical learning. ‘Early Childhood Folio,’ 11, 26-30.Fleer, Mlk & Raban, B. (2007). Constructing cultural-historical tools for supporting young children’s concept formation in early literacy and numeracy. ‘Early Years,’ 27(2), 103-118.Maher, M. (2007). Home-school partnership with mathematics intervention. ‘Australian Journal of Early Childhood, 32(3), 48-58.Pascal, C., & Bertram, T. (2009). Listening to young citizens: The struggle to make real a participatory paradigm in research with your children. ‘European Early Childhood Education Research Journal’. 17(2), 249-262.Palmer, A. (2010) ‘Let’s dance!’ Theorising alternative mathematical practices in early childhood teacher education. ‘Contemporary Issues in Early Childhood, 11(2), 130-143.Simmons, N. (2006). Mathematics in early childhood: Exploring the issue. ‘Auckland College of Education Papers’. Auckland, New Zealand: University of Auckland.TEPP206 contributes to the following NZTC graduating Teacher Standards:Standard 1 a, b, c, d, 2 a, b, c, d, 3 a, b, c, 4 a, b, c, d, e, f, 5 a, b, c, 6 a, b, c, d, e, 7 b, c.
http://learn.canterbury.ac.nz http://www.maoridictionary.co.nz/ http://www.canterbury.ac.nz/exams/aegrotats.shtml http://www.library.canterbury.ac.nz/ https://ucstudentweb.canterbury.ac.nz
Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines. Assessment for professional practice placements is competency based. See the ‘Assessment Guidelines for Students’ for further information on grades and criteria.Details of Assessment:Students will be placed in an early childhood setting for a period of four weeks. Students will meet the competencies for a Year 2 placement as detailed in the TEPP Report Book and will complete all other requirements as set out in the TEPP report book.
COURSE CONTENT:On the successful completion of this course, participants will be able to:• Practical supervised experiences over a four week period in an early childhood setting.• Activities and experiences as per the Professional Placements expectations for Year 2 students in the BTchLn (Early Childhood).• Completion of the TEPP Report Book, indication of the successful completion of the ‘Learning Outcomes’ for this course.
Domestic fee $644.00
International fee $2,875.00
* 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 Teacher Education .