Research work as curriculum work in NZ early childhood settings: What should be taught and learned?
Gunn, Alexandra C.
Cite this item:
Gunn, A. C. (2015). Research work as curriculum work in NZ early childhood settings: What should be taught and learned? Journal of Pedagogy, 6(2), 103–117.
Permanent link to OUR Archive version:
http://hdl.handle.net/10523/7347
Abstract:
This article draws from experiences in an ongoing study of children’s narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquires into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children’s rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and teaching/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.
Date:
2015
Publisher:
De Gruyter Open
Pages:
103-117
Rights Statement:
Annotated corrections to pre-publication proof. Published article here: DOI 10.1515/jped-2015-0016
Keywords:
Research Ethics; Children's Voice; Research Dissemination; New Zealand; Early Childhood Education; Te Whāriki
Research Type:
Journal Article
Languages:
English
Notes:
Annotated Proof - Pre-publication and corrections
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- Journal Article [762]
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