Teaching Pre-Reading Skills. By Barbara Morris.
Is it important for parents and early childhood educators to be involved in teaching pre-reading skills to children? Yes it is!
Parents play an important part in helping their children acquire pre-reading skills. There are many ways early childhood educators can support the acquisition o
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FULL REFERENCE: Nabou, S., Matapo, J., & Utumapu-McBride, T. (2024). Decolonising early childhood education: An indigenous Fijian perspective. NZ International Research in Early Childhood Education Journal, 26, pp. 45- 55.
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ABSTRACT: This paper is based on the first phase of a doctoral research study that aimed to decolonise early childhood education (ECE) in Fiji. The review of literature undertaken in this phase highlights the need to prioritise Indigenous Fijian values and aspirations in educating Indigenous Fijian children and indicates ways in which ECE can contribute to the broader decolonisation of education. From 1990 to the late 2000s, ECE in Fiji, largely influenced by Western knowledge and ways of thinking, became formalised in schooling. Noting that the doctoral research is to be conducted using an Indigenous Fijian methodology known as veiwasei yaga (sharing meaningful ideas) as well as Talanoa discussions and the Fijian Vanua Research approach, the article emphasises literature that indicate the importance of understanding Indigenous Fijian viewpoints to the successful delivery of early childhood development, care, well-being, and education. The literature strongly suggests that recognising and incorporating Indigenous Fijian knowledge and methods of knowing into ECE is vital for broader acceptance of and integration into this learning environment. Through its presentation of the significance of Indigenous Fijian community cultural knowledge, concepts, customs and collective goals, both in general and as they relate to early childhood education, this first phase of the study lays a foundation for the investigation of the relevant perceptions of the people of the village of Dromuna in Viti Levu, Fiji.
KEY WORDS: Decolonisation, early childhood education, Indigenous Fijian childhood, Fijian Vanua Research, Talanoa.
INTRODUCTION
The decolonisation of education involves undertaking the deconstruction of ‘colonising practices’ by interrogating and challenging the dominant power perpetuated through education philosophies and practices (Matapo et al., 2023). A Western model of early childhood education (ECE) in Fiji, according to Whippy (2018), was introduced in the early 1960s to educate young Pacific children and their families (UNICEF, 2017). Historically, ECE in Fiji was run by non-governmental organisations (NGOs) and the community until the 1990s, and in late 2000, it was formalised in the school system (Tausere-Tiko, 2015; Whippy, 2018). In order to decolonise ECE in Fiji, we must both explore the impact of Western-centric education on Indigenous Fijian perceptions of early years learning and care and understand how Indigenous Fijians view early childhood development, care, well-being, and learning. Creating spaces for Indigenous Fijian narratives within these subjects is crucial to affirm and position Indigenous cultural knowledge and epistemology within the greater knowledge frame (Tausere-Tiko, 2015; Tiko, 2021).
Are ECE services truly funded for only up to 6 hours in a day based on licensed child-places? Some people think so. Others say no,
Parents and teachers will discover the seven essential skills children need before starting school. This article shows how everyday experiences help children build the confidence, independence and readiness they need to thrive in their first year of school.
FULL REFERENCE: Gibbon, A., & Farquhar S. (2014). Mapping policies and pathways in early childhood education: A note from Aotearoa New Zealand. NZ Research in Early Childhood Education Journal. Special Issue: Early Childhood Policy, 17, 1 – 10.
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ABSTRACT: In 1988 the future of early childhood education in Aotearoa New Zealand was mapped out by two documents: Education to be More (Meade, 1988) and Before Five (Department of Education, 1988). The former, a ground-breaking report to government, and the latter, the responding government agenda, have significantly shaped policy strategies for the purpose, nature and provision of education of children ‘before five’ years of age. This country note traces some of the policy directions that were made possible by a coherent national vision and a strong sense of direction. In surveying the current terrain of early childhood policy in Aotearoa we reflect on the historical policy events that continue to influence early childhood education today, and outline a few of the continuing and persistent challenges that are likely to lead, and at times threaten, future development. Our discussion of these challenges reflects a need for policy makers to engage more strongly in understanding the challenges and supporting the early childhood education community – a community which, we believe, is critical to the welfare of the nation.
Key words: Government policy; politics; funding; teacher qualification; teaching; teacher education; Māori participation.
The pathway years, 2000 to almost 2012
In the first section of this article, we go back to the dawn of the millennium – a busy period in early childhood policy development. A Labour-led government had reconnected to its pre-1991 commitments in Education to be More, with the updated 21st century language of strategic ‘pathways’, assessment and professionalisation (Ministry of Education, 2002, 2004a/b). This government reconnection rather than continuation was in part a reflection of the 1991 ‘mother of all budgets’ that slashed funding to early childhood education (and to most other areas of education and social policy). The effects of Budget 1991 were devastating for early childhood education – effectively crippling any thorough-going implementation of the Before Five policies. By the beginning of the 21st century, though, social infrastructure and spending were on the government agenda again, albeit for a short time. The Labour-led government’s policy directions for early childhood, guided by a research-informed strategic plan (Ministry of Education, 2002), was held with strong positive regard by the early childhood sector.
The Early Childhood Education Strategic Plan Working Group set up in 2000 involved a nationwide consultation process reflecting Aotearoa’s “long tradition of community involvement and provision” (Meade & Podmore, 2002, p. 29). Out of this process, the Ministry of Education published the strategic plan for early childhood, Pathways to the Future: Ngā Huarahi Arataki (Ministry of Education, 2002) which articulated a ten-year plan for the sector. The plan expressed the Government’s view that the early years were critical to later academic and vocational success and would contribute to the future economic health of the nation through the availability of ‘dawn to dusk’ care (Clark, 2005). Strategies for implementing the plan involved a complex mix of approaches: funding, regulating, informing and supporting. Effectively, this led to increased funding rates to all teacher-led services, the implementation of study grants for student teachers, the introduction of qualified staffing incentives for centres, equity funding grants, a review of existing regulations, a review of the role of the early childhood curriculum Te Whāriki (Ministry of Education, 1996), increased professional development funding, and the establishment of teacher-researcher partnerships through the creation of the ‘Centres of Innovation’ scheme. The Ministry of Education also rationalised and regulated support providers and integrated the Early Childhood Development Department responsible for parenting programmes into the Ministry of Education, as well as developing a series of on-going evaluations of policy.
Not Being Paid for Hours Worked.
A teacher’s work is never done. This is a phrase that are heard all too often in early childhood education when referring to unpaid work that is done by teachers. It is almost an expectation in some services that teachers spend hours of their own time setting up, cleaning, attending staff meetings, attending w
The role of Santa in ECE – Some things you might want to consider before inviting the “big man in red” to visit your service
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