Bibliography for TCHG216 BETA

Alison Stephenson. ‘Unravelling Children’s “Freedom of Choice”’. Early Childhood Folio, http://go.galegroup.com/ps/i.do?&id=GALE|A265104282&v=2.1&u=vuw&it=r&p=AONE&sw=w.

Arthur, L., B. Beecher, E. Death, S. Docket, et al. ‘Learning Environments. In Programming and Planning in Early Childhood Settings’. Programming and Planning in Early Childhood Settings, 6th ed., Cengage Learning, 2014, pp. 354–98.

Arthur, L., B. Beecher, E. Death, S. Dockett, et al. ‘Relationships and Interactions in Children’s Learning. In Programming and Planning in Early Childhood Settings’. Programming and Planning in Early Childhood Settings, 3rd ed, Thomson, 2005, pp. 257–73.

Australian Early Childhood Research Association and University of Canberra. Centre for Research in Professional Education. ‘“The Child’s Questions”: Narrative Explorations of Infants’ Experiences of Te Whaariki.’ Journal of Australian Research in Early Childhood Education, 1994.

Carol Anne Wien and Susan Kirby-Smith. ‘Untiming the Curriculum: A Case Study of Removing Clocks from the Program’. Young Children, vol. 53, no. 5, 1998, pp. 8–13, https://www.jstor.org/stable/42727539.

Carr, M., and W. Lee. ‘Appropriating Knowledges and Learning Dispositions in a Range of Increasingly Complex Ways. In Learning Stories: Constructing Learner Identities in Early Education’. Learning Stories: Constructing Learner Identities in Early Education, SAGE, 2012, pp. 111–28.

Carr, Margaret. Kei Tua o Te Pae: Assessing Learning That Reaches beyond the Self and beyond the Horizon. no. 1, 2009, pp. 20–46, http://www.nzcer.org.nz/system/files/journals/assessment-matters/downloads/AM2009_1_020.pdf.

---. ‘Some Thoughts about Effective Assessment’. Early Education                                                            Auckland University of Technology, vol. 21, 1999, pp. 11–21, http://search.informit.com.au/browseJournalTitle;res=IELHSS;issn=1172-9112.

---. ‘Young Children Reflecting on Their Learning: Teachers’ Conversation Strategies’. Early Years, vol. 31, no. 3, Oct. 2011, pp. 257–70, https://doi.org/10.1080/09575146.2011.613805.

Chandler, T., and M. Whalley. ‘Parents and Staff as Co-Educators-Parents Means Fathers Too. In Involving Parents in Their Children’s Learning’. Involving Parents in Their Children’s Learning, 2nd ed., Paul Chapman, 2007, pp. 66–85.

Cheeseman, S., and J. Robertson. ‘Unsure - Private Conversations Publicly Recorded. In Insights: Behind Early Childhood Pedagogical Documentation’. Insights: Behind Early Childhood Pedagogical Documentation, Pademelon Press, 2006, pp. 191–204.

Claxton *, Guy, and Margaret Carr. ‘A Framework for Teaching Learning: The Dynamics of Disposition’. Early Years, vol. 24, no. 1, Mar. 2004, pp. 87–97, https://doi.org/10.1080/09575140320001790898.

Cooper, Maria. ‘Reframing Assessment: Reconceptualising Relationships and Acknowledging Emotional Labour’. Contemporary Issues in Early Childhood, vol. 18, no. 4, Dec. 2017, pp. 375–86, https://doi.org/10.1177/1463949117742784.

Davis, Evelyn, et al. ‘Play Is Choice: The Playful Teacher’. Ngā Hurihanga Ako Kohungahunga =: Transformative Teaching Practices in Early Childhood Education, edited by Anne Grey and Beverley Clark, Pearson, 2013, pp. 61–71.

Drummond, M. J. ‘Assessment and Values; A Close and Necessary Relationship. In Unlocking Assessment: Understanding for Reflection and Application’. Unlocking Assessment: Understanding for Reflection and Application, vol. The unlocking series, Routledge, 2008, pp. 3–19, https://ebookcentral.proquest.com/lib/vuw/detail.action?docID=332077.

Early Childhood Education Centres’ Lax Regulation Must Change, Experts Say - The Listener. https://www.noted.co.nz/currently/education/early-childhood-education-centres-lax-regulation-must-change-experts-say/.

Gibbons, Andrew. ‘The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis?’ Educational Philosophy and Theory, vol. 39, no. 3, Jan. 2007, pp. 300–11, https://doi.org/10.1111/j.1469-5812.2007.00323.x.

Grey, Anne, and Beverley Clark, editors. Ngā Hurihanga Ako Kohungahunga =: Transformative Teaching Practices in Early Childhood Education. Pearson, 2013, pp. 86–95.

Hargraves, V. ‘Children’s Theorising about Their World: Exploring the Practitioner’s Role.’ Australasian Journal of Early Childhood, vol. 39, no. 1, 2014, pp. 30–37, http://search.ebscohost.com/login.aspx?direct=true&db=anh&AN=95525104&site=ehost-live.

Hedges, Helen, et al. ‘Early Years Curriculum: Funds of Knowledge as a Conceptual Framework for Children’s Interests’. Journal of Curriculum Studies, vol. 43, no. 2, Apr. 2011, pp. 185–205, https://doi.org/10.1080/00220272.2010.511275.

---. ’Even When We’re Big We’ll Still Be Friends: Working Theories in  Children’s Learning. no. 12, pp. 2–6, http://www.nzcer.org.nz/system/files/journals/early-childhood-folio/downloads/ECFolio_12_2008_002.pdf.

Jenny Ritchie. Being "sociocultural” in Early Childhood Education Practice in Aotearoa. no. Early Childhood Folio Vol 14 no.2 (2010), http://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/being-sociocultural%E2%80%9D-early-childhood-education-practice-ao.

Karlsdóttir, Kristín, and Bryndis Garðarsdóttir. ‘Exploring Children’s Learning Stories as an Assessment Method for Research and Practice’. Early Years, vol. 30, no. 3, Oct. 2010, pp. 255–66, https://doi.org/10.1080/09575146.2010.506431.

Lesley Rameka. He Huarahi Aromatawai— Assessment Journeys. no. Early Childhood Folio vol. 18 no. 1 (2014), http://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/he-huarahi-aromatawai-assessment-journeys.

Mead, Sidney M. ‘Te Tau o Te Tangata: The Tapu of the Person. In Tikanga Māori: Living by Māori Values’. Tikanga Māori: Living by Māori Values, Huia, 2003, pp. 35–63, https://ebookcentral.proquest.com/lib/vuw/reader.action?docID=4783665&ppg=36.

Meade, A. Centre-Parent Communication about Children’s Learning. no. 2, 2012, pp. 38–43, http://www.nzcer.org.nz/system/files/ECFolio_16_2_2012_038.pdf.

Ministry of Education. An Introduction to Books 11-15: Kei Tua o Te Pae: Assessment for Learning: Early Childhood Exemplars: Book 10. 2007, http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBooklet10Full.pdf.

---. An Introduction to Books 17-20: Kei Tua o Te Pae: Assessment for Learning: Early Childhood Exemplars: Book 16. 2009, http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBk16Full.pdf.

---. An Introduction to Kei Tua o Te Pae: Assessment for Learning: Early Childhood Exemplars: Book 1. http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBooklet1Full.pdf.

---. Sociocultural Assessment He Aromatawai Ahurea Pāpori. Kei Tua o Te Pae Assessment for Learning: Early Childhood Exemplars: Book 2. 2004, http://www.education.govt.nz/assets/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBooklet2Full.pdf.

---. Te Whatu Pōkeka: Kaupapa Māori Assessment for Learning: Early Childhood Exemplars. 2009, http://www.education.govt.nz/assets/Documents/Early-Childhood/TeWhatuPokeka.pdf.

Nuttall, Joce. ‘Educators and Children Learning Together: Reflections on the Early Childhood Assessment Exemplars. Early Education                                                          Auckland University of Technology’. Early Education                                                            Auckland University of Technology, vol. 38, 2005, pp. 63–71, http://search.informit.com.au/browseJournalTitle;res=IELHSS;issn=1172-9112.

---. ‘Negotiating the Meaning of Curriculum: Can We Awaken the Sleeping Beauty?’ Early Education                                                            Auckland University of Technology, vol. 28, 2002, pp. 5–9, http://search.informit.com.au/browseJournalTitle;res=IELHSS;issn=1172-9112.

Nuttall, Jocelyn. ‘Influences on the Co-Construction of the Teacher Role in Early Childhood Curriculum: Some Examples from a New Zealand Childcare Centre’. International Journal of Early Years Education, vol. 11, no. 1, Mar. 2003, pp. 23–31, https://doi.org/10.1080/0966976032000066064.

Patricia Tarr. ‘Consider the Walls’. YC Young Children, vol. 59, no. 3, 2004, pp. 88–92, https://www.jstor.org/stable/42729109.

Peters, Sally, and Keryn Davis. ‘Fostering Children’s Working Theories: Pedagogic Issues and Dilemmas in New Zealand’. Early Years, vol. 31, no. 1, Mar. 2011, pp. 5–17, https://doi.org/10.1080/09575146.2010.549107.

Rameka, Lesley Kay. ‘Being Māori: Culturally Relevant Assessment in Early Childhood Education’. Early Years, vol. 31, no. 3, Oct. 2011, pp. 245–56, https://doi.org/10.1080/09575146.2011.614222.

Remsperger-Kehm, Regina. ‘Sensitive Responsiveness: An Approach to the Analysis and Improvement of Teacher-Child Interactions in Early Childhood Settings’. Interactions in Early Childhood Education, edited by Alexandra C. Gunn and Claudia A. Hruska, Springer Singapore, 2017, pp. 19–36, https://doi.org/10.1007/978-981-10-4879-1_3.

Rogoff, Barbara. ‘Development as Transformation of Particpation in Cultural Activities. In Cultural Nature of Human Development’. Cultural Nature of Human Development, Oxford University Press (US), 2003, http://site.ebrary.com/lib/vuw/reader.action?docID=10084747&ppg=52.

Rogoff, Barbara. ‘Learning by Observing and Pitching In to Family and Community Endeavors: An Orientation’. Human Development, vol. 57, no. 2, pp. 69–81, http://search.proquest.com/docview/1544396181?OpenUrlRefId=info:xri/sid:primo&accountid=14782.

Te Whāriki:He Whāriki Mātauranga Mō Ngā Mokopuna o Aotearoa: Early Childhood Curriculum. https://education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-Early-Childhood-Curriculum.pdf.