Te aotūroa tātaki : inclusive early childhood education : perspectives on inclusion, social justice and equity from Aotearoa New Zealand / edited by Alexandra C. Gunn, Nicola Surtees, Diane Gordon-Burns, and Kerry Purdue.

Contributor(s): Gunn, Alexandra C [editor.] | Surtees, Nicola [editor.] | Gordon-Burns, Diane [editor.] | Purdue, Kerry [editor.].
Material type: materialTypeLabelBookPublisher: Wellington : NZCER Press, [2020]Copyright date: ©2020Edition: Second edition.Description: xvi, 258 pages ; 25 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781988542812Other title: Inclusive early childhood education.Subject(s): Early childhood education -- Social aspects -- New Zealand | Teaching -- New Zealand | Kura pūhou | Waihanga
Chapter 1: Introduction: Thinking differently about early childhood inclusive education in Aotearoa New Zealand and beyond -- Chapter 2: Early years bilingual language teachers for a diverse Aotearoa New Zealand -- Chapter 3: Belonging and inclusion: A bicultural approach to engaging Māori potential in early childhood education -- Chapter 4: Tangata whenuatanga: Reflections on how place-based education approaches may assist kaiako enhance Tiriti/Treaty relationships in local communities -- Chapter 5: Entering unknown spaces: Tamariki and whānau from refugee backgrounds -- Chapter 6: Key factors in supporting the development of positive identities in young children with disabilities -- Chapter 7: Producing an understanding of autistic tamariki in early childhood settings: The case for a new materialist approach -- Chapter 8: Unpacking giftedness in early childhood education: What does this mean for inclusion? -- Chapter 9: Donor, father, uncle, or friend? Making visible diverse relational connections in inclusive early childhood education settings -- Chapter 10: Spiritual wellbeing and the inclusion of religious cultures -- Chapter 11: Gender matters in early childhood education -- Chapter 12: Trans* affirmative practices in early childhood education: New gender questions for inclusion -- Chapter 13: Growing up fat: The important role early childhood kaiako play in protecting and nurturing children's health, wellbeing, belonging, and rights -- Chapter 14: Puzzling over inclusion: Concluding remarks.
Summary: "Despite progressive law change and policy in support of inclusive education, questions remain about how, at the very practical level, early childhood education settings become places where everyone involved is able to say they feel they belong. With Aotearoa New Zealand's population now being characterised as superdiverse and calls for recognition and respect for a diversity of human rights being increasingly heard, educators are facing questions over how they might work in the interests of equity, social justice and inclusion ever more keenly. When, how and why might teachers intervene to address issues of injustice and exclusion in the context of early childhood work? How might understandings of Tiriti-based practice, kaiako expertise, and bullying inform responses? These are the kinds of questions explored in this book. Addressing how teachers and policy makers can work for inclusion with diverse children and families, this book focuses on the development of positive attitudes to difference, diversity, and inclusion in the early years. It suggests ways to identify, reduce, and eliminate barriers to learning and participation in early childhood communities. By engaging with issues of indigeneity, ethnicity, refugeeism, disability, giftedness, whānau relatedness, genders, religion, spirituality, and obesity, the book aims to provoke discussion and localised collective action in support and celebration of community, identity, and inclusive early childhood education." -- Provided by publisher.Bibliography, etc. note: Includes bibliographical references and index.
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Includes bibliographical references and index.

Chapter 1: Introduction: Thinking differently about early childhood inclusive education in Aotearoa New Zealand and beyond -- Chapter 2: Early years bilingual language teachers for a diverse Aotearoa New Zealand -- Chapter 3: Belonging and inclusion: A bicultural approach to engaging Māori potential in early childhood education -- Chapter 4: Tangata whenuatanga: Reflections on how place-based education approaches may assist kaiako enhance Tiriti/Treaty relationships in local communities -- Chapter 5: Entering unknown spaces: Tamariki and whānau from refugee backgrounds -- Chapter 6: Key factors in supporting the development of positive identities in young children with disabilities -- Chapter 7: Producing an understanding of autistic tamariki in early childhood settings: The case for a new materialist approach -- Chapter 8: Unpacking giftedness in early childhood education: What does this mean for inclusion? -- Chapter 9: Donor, father, uncle, or friend? Making visible diverse relational connections in inclusive early childhood education settings -- Chapter 10: Spiritual wellbeing and the inclusion of religious cultures -- Chapter 11: Gender matters in early childhood education -- Chapter 12: Trans* affirmative practices in early childhood education: New gender questions for inclusion -- Chapter 13: Growing up fat: The important role early childhood kaiako play in protecting and nurturing children's health, wellbeing, belonging, and rights -- Chapter 14: Puzzling over inclusion: Concluding remarks.

"Despite progressive law change and policy in support of inclusive education, questions remain about how, at the very practical level, early childhood education settings become places where everyone involved is able to say they feel they belong. With Aotearoa New Zealand's population now being characterised as superdiverse and calls for recognition and respect for a diversity of human rights being increasingly heard, educators are facing questions over how they might work in the interests of equity, social justice and inclusion ever more keenly. When, how and why might teachers intervene to address issues of injustice and exclusion in the context of early childhood work? How might understandings of Tiriti-based practice, kaiako expertise, and bullying inform responses? These are the kinds of questions explored in this book. Addressing how teachers and policy makers can work for inclusion with diverse children and families, this book focuses on the development of positive attitudes to difference, diversity, and inclusion in the early years. It suggests ways to identify, reduce, and eliminate barriers to learning and participation in early childhood communities. By engaging with issues of indigeneity, ethnicity, refugeeism, disability, giftedness, whānau relatedness, genders, religion, spirituality, and obesity, the book aims to provoke discussion and localised collective action in support and celebration of community, identity, and inclusive early childhood education." -- Provided by publisher.

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