دورية أكاديمية
Early Childhood Inclusion in Aotearoa New Zealand
| العنوان: | Early Childhood Inclusion in Aotearoa New Zealand |
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| اللغة: | English |
| المؤلفون: | Foster-Cohen, Susan H., van Bysterveldt, Anne K. |
| المصدر: | Infants and Young Children. Jul-Sep 2016 29(3):214-222. |
| الإتاحة: | Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2016 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, Early Childhood Education, Inclusion, Developmental Disabilities, Developmental Delays, Barriers, Teacher Education, Educational Policy, Financial Support, Specialists, Paraprofessional School Personnel, Educational Practices, Child Development, Educational Change, Culturally Relevant Education, Curriculum Development |
| مصطلحات جغرافية: | New Zealand |
| DOI: | 10.1097/IYC.0000000000000070 |
| تدمد: | 0896-3746 |
| مستخلص: | Early childhood education is encouraged for all 3- to 5-year-old children in New Zealand (known in the Maori language as Aotearoa) and is supported by a well-constructed bicultural curriculum (Te Whariki) and reasonably generous government funding. However, a number of factors mitigate against inclusion of children with developmental delays and disabilities. These include a lack of training for early childhood teachers; no requirement for Early Childhood Centers to have policies of inclusion; funding and support arrangements based on age rather than developmental stage; a lack of sufficient specialist and paraprofessional support; and a strong sociocultural approach to early childhood education that is often at odds with the need for active support of child development. These barriers to inclusion are surprising, given the quality of the curriculum, the government-supported levels of oversight and quality assessment, and the strong rights-driven research tradition across the nation's universities. The most pressing need is for significant changes to the preservice and in-service teacher education programs to ensure that the responsibility for inclusion is shouldered by the whole profession and the potential of Te Whariki can be realized. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2016 |
| رقم الأكسشن: | EJ1103439 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0896-3746 |
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| DOI: | 10.1097/IYC.0000000000000070 |