NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ933505
Record Type: Journal
Publication Date: 2005
Pages: 3
Abstractor: ERIC
Reference Count: 4
ISSN: ISSN-0269-2465
"I Will See More Because I Am Bigger"
Hedges, Helen
Primary Science Review, n88 p13-15 May-Jun 2005
The New Zealand early childhood curriculum, "Te Whariki", views learning as occurring through reciprocal and responsive relationships with people, places and things. Relationships and communication are central to young children's learning. Communication, or dialogue, is in fact likely to be young children's principal learning mechanism before they are capable of accessing written material without the assistance of adults or more skilled peers. "Te Whariki" acknowledges, within the strand of "belonging", the importance of children obtaining experience in the outside world, and, within the strand of "exploration", that children need opportunities to learn about the natural, social, physical and material worlds. An excursion provides an opportunity to achieve these goals and to increase young children's science content knowledge. The metaphor of weaving a curriculum underpins "Te Whariki"; content is one of the aspects woven into children's experiential learning. In this article, the author reports dialogue that occurred before and after a collaborative, experiential learning opportunity: an excursion to Kelly Tarlton's, a tourist venue in Auckland, New Zealand, by teachers, parents, 4-year-old kindergarten children and the author. (Contains 3 figures and 1 online resource.)
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand