New Zealand Early Childhood Curriculum Essay -- Education, elementary

Fleer claims â€Å"there are many theoretical voices within Te WhÄ riki,† the New Zealand Early Childhood Curriculum document (Nuttall, 2003, p.254). However two are predominant and stand symbiotically on the pages and in the intent of the curriculum. Bronfenbrenner’s ecological, system’s theory, which emphasises how the quality and setting of the child’s environment influences the child (Ministry of Education, 1996; Paquette, & Ryan, 2001) and Vygotsky’s ‘sociocultural theory,’ which describes learning as a social process originating in society or culture and passed through generations (UNESCO, 2004). Discussed within this essay will be a review of these theoretical perspectives illustrating their explanations for how each influences the child, how the child learns, how development is explained, and how these theories are reflected within Te WhÄ riki. Bronfenbrenner’s ecological, system’s theory describes how the child and their immediate surroundings are in an innermost layer surrounded, embedded and influenced by layers from the larger environment all impacting upon the child (Ministry of Education, 1996; Paquette, & Ryan, 2001). Of particular interest are the effects to the child of two way relationships towards and away from the child, as defined by Bronfenbrenner as bi-directional influences, these are particularly influential in the child’s inner layer. For instance: the impact to the child of attentive or non-attentive parents affects how the child reacts to a given situation, which in turn affects how the parent behaves. Notwithstanding, the impact of bi-directional influences on the child’s world continues into the outer layers, as in the example of a parent’s workplace demanding more input into the workplace, which means... ... social aspects have a huge influence on these surroundings. This is demonstrated when whÄ nau are involved and supportive in a child’s life, sharing the family’s and their culture’s funds of knowledge, resulting in the positive effect to the child’s environment which will have vast social and educational impacts by ensuring connections are made to children’s lives and experiences. Adding to this is the socio-cultural philosophy of peer tutoring and where knowledge is actively constructed through modelling and scaffolding, with teachers facilitating the learning process. While through the building of relationships between the family and the centre, Te WhÄ riki advocates the importance of the involvement of whÄ nau and family, which encourages a learning community which has interchangeable reciprocal advantages in a safe, positive, fun, caring, learning environment.