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ERIC Number: ED342485
Record Type: Non-Journal
Publication Date: 1991-Sep
Pages: 28
Abstractor: N/A
Reference Count: N/A
Emergent Literacy in New Zealand: An Examination of Promotion and Practices in Early Childhood Centres.
McLachlan-Smith, Claire
This paper examines the prevailing theoretical orientation of the "free play" curriculum in New Zealand child care centers. It also introduces an alternative way of understanding how children learn and discusses a literacy-centered curriculum that uses aspects of the free play and alternative curricula. Child care centers in New Zealand typically use a free play curriculum based on Piaget's theory that child development consists of passage through predetermined stages. Social experience and interpersonal behavior play a secondary role. An alternative curriculum is based on the work of other theorists, such as Vygotsky. The elements of an alternative curriculum are: (1) scaffolding, or the practice of an adult helping a child acquire knowledge or a skill that the child could not acquire alone; (2) access, or the provision of appropriate written materials in the home and school; and (3) mediation of the child's learning by adults. A curriculum centered around literacy would combine attributes of a free play and an alternative curriculum. Ways of promoting literacy development include access to a library, provision of a print-rich environment, a curriculum that integrates literacy into theme learning, and a classroom design that encourages multimedia construction. A list of 29 references is provided. (BC)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand