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This course will allow the students to examine the role of the early childhood teacher in helping children develop pre - literacy and numeracy skills. Students will become familiar with the requirements of the New Zealand curriculum in relation to numeracy and literacy. They will use the holistic approach of Te Whariki to ensure that they are able to provide children with the experiences they need as part of their early childhood experience so that they have an excellent foundation in literacy and numeracy with which to begin their formal education. Students will develop an understanding of what children need to know and will develop the skills which will enable them to provide appropriate literacy and numeracy experiences throughout the early childhood programme. Students will also develop skills in presenting information on literacy and numeracy to parents and the ability to assist parents help their own children in these areas.
On the successful completion of this course, participants will be able to:1. Critique a range of perspectives on numeracies and literacies including own2. Articulate a plan for improving their own personal and professional knowledge and skills as mathematicians, readers, and writers3. Create resources for use with colleagues and children in an early childhood setting related to numeracy, reading and writing4. Identify and evaluate effective pedagogies for integrating numeracy and literacy into the curriculum of an early childhood centre.
Students must attend one activity from each section.
Section 1 - Weekly contributions - Each weekly contribution is a group task. This means that each individual contribution is worth less than 10%. As per the guidelines, special consideration is not available for these contributions.Sections 2-3 – Special consideration can be sought for one of these sections.Section 4 – This section is worth less than 10%, so special consideration is not available for this section.
Dreaver, Kate. et al;
Kei tua o te pae : assessment for learning : early childhood exemplars
Published for the Ministry of Education by Learning Media, 2004.
Ewing, Robyn , Callow, Jon, Rushton, Kathleen;
Language & literacy development in early childhood
Cambridge University Press, 2016.
Adams, Paul , Ryan, Heather A;
Learning to read in Aotearoa New Zealand : a collaboration between early childhood educators, families and schools
Dunmore Press, 2002 ().
Anthony, Glenda. , Walshaw, Margaret., New Zealand;
Effective pedagogy in mathematics/pāngarau : best evidence synthesis iteration (BES)
Ministry of Education, 2007 ().
Clark, Beverley. , Grey, Anne;
Āta kitea te pae = Scanning the horizon : perspectives on early childhood education
Early learning and development : cultural-historical concepts in play
Cambridge University Press, 2010 ().
Hamer, Judy. , Adams, Paul;
The New Zealand early childhood literacy handbook : practical literacy ideas for early childhood centres (with examples for infants, toddlers and young children)
Dunmore Press, 2003 ().
Handsfield, Lara Jean,1969-;
Literacy theory as practice :connecting theory and instruction in K-12 classrooms
Teachers College Press, 2016.
Numeracy in early childhood : shared contexts for teaching & learning
Oxford University Press, 2009 ().
Maguire-Fong, Mary Jane. et al;
Teaching and learning with infants and toddlers where meaning-making begins
Teachers College, Columbia University, 2015.
Literacy in early childhood and primary education : issues, challenges, solutions
Cambridge University Press, 2013 (ISBB: 9781139777070 (eBook access)).
Montague-Smith, A., Price, A., Hansen, A., & Cotton, T. (2018). Mathematics in early years education (4th ed.). London; New York: RoutledgeReadings will be made available on the TEPI206 LEARN site and can be accessed through the UC library.'Kei tua o te pae' is available free electronically.
Domestic fee $821.00
International fee $3,750.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see
School of Teacher Education