TY  - BOOK
AU  - Grey,Anne
AU  - Clark,Beverley
TI  - Ngā Hurihanga Ako Kōhungahunga =: Transformative teaching practices in early childhood education 
SN  - 1486005721
AV  - LB1507 .N43 2013
U1  - 372.210993 23
PY  - 2013///
CY  - Auckland
PB  - Pearson
KW  - Early childhood teachers
KW  - In-service training
KW  - New Zealand
KW  - Education, Primary
KW  - Social aspects
KW  - Education, Preschool
KW  - Child development
N1  - Includes bibliographical references and index; 1; On becoming a teacher; Anne Grey and Beverley Clark --; 2; Just do it; Chris Jenkin and Mary-Liz Broadley --; 3; Langa ngāue: exploring laulōtaha with the perspectives of 'quality' in Tongan early childhood education; Jeanne Pau'uvale Teisina and Lorraine Pau'uvale --; 4; Relational caregiving: connecting with infants and toddlers; Sophie Alcock --; 5; Teaching practices to support children's construction of knowledge: working theories in early childhood education; Victoria Hargraves --; 6; Play is choice: the playful teacher; Evelyn Davis, Robyn Reid and Sue Stover --; 7; Involving parents: what does it imply?; Bin Wu --; 8; Children as teachers and teachers as learners; Denise Heald and Lorraine Manuela --; 9; Inclusion - a human right; Anne Grey --; 10; Sustainability and children's inter-relationality with nature; Jenny Ritchie --; 11; Perspectives on leadership in early childhood education; Helen Aitken --; 12; Reflecting on and reviewing practices; Anne Grey and Beverley Clark
N2  - "Ngā Hurihanga Ako Kōhungahunga - Transformative teaching practices in early childhood education introduces current innovations in early childhood education teaching practice in New Zealand and discusses various aspects of pedagogical practice in ways designed to both stimulate and inform the student of early childhood education. Inherently complex and involving many facets shaped by context, pedagogical practice in early childhood education is always evolving and subjective in nature. With this text the editors aim to engage the teacher/learner in recognising and responding to the complexity of good pedagogical practice, informing teacher choices about: philosophical approaches; decision making about curriculum; ethical approaches to relationship building; and interactions with children and their families."--Back cover
ER  -