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ERIC Number: EJ1181649
Record Type: Journal
Publication Date: 2016-Nov
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0028-8276
Intentional Teaching as a Pathway to Equity in Early Childhood Education: Participation, Quality, and Equity
McLaughlin, Tara; Aspden, Karyn; Snyder, Patricia
New Zealand Journal of Educational Studies, v51 n2 p175-195 Nov 2016
Recent policy initiatives in New Zealand have prioritised increasing participation in early childhood education (ECE) settings; yet cumulative reports have outlined concerns for the quality of services available. In this paper, we argue that a focus on participation without concurrent attention to the quality of early learning experiences puts children at risk and can create inequalities that can have lasting impacts. Quality is a multi-dimensional construct, but robust evidence continually identifies the role of the teacher and nurturing relationships as fundamental to high-quality services. We propose that quality can be enhanced by understanding of and supports for intentional teaching, and offer a comparison of the guidance available to teachers to guide intentional teaching practices in New Zealand, Australia and the United States. Intentional teaching is gaining increasing recognition in New Zealand and has the potential to help enhance quality and equity in ECE.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand; Australia; United States