Master of Teaching and Learning (Early Childhood Education)

This course supports students in acquiring the knowledge, critical thinking skills, and reflective practices necessary for effective teaching in early childhood education settings. Students deepen their understanding of key educational frameworks such as Te Whāriki; Our Code, Our Standards; and Ngā Aronga Whai Hua. By critically engaging with these documents, students gain invaluable insights into the professional knowledge of the sector, recognising the value and impact of early childhood education on children, whānau, families, and communities. Additionally, students develop a critical understanding of the importance of Te Tiriti o Waitangi and the unique role of Māori as tangata whenua.   

This course supports students in developing foundational observation skills to notice, recognise and respond to children’s learning and development in the context of early childhood education. A range of observation methods are critically analysed. In addition, this course delves deeply into Te Whāriki including the Principles, Strands, Goals and Learning Outcomes. Through engagement with Te Whāriki, students cultivate meaningful play experiences that holistically nurture children's learning and development.  Additionally, students develop practical strategies to implement play-based learning in authentic early childhood settings, solidifying their expertise and enhancing their impact as educators. Students are supported in developing their te reo Māori through engagement with NZTC’s resource Te reo Māori: He taonga mō ā tātou mokopuna. 

This course develops essential knowledge and theories on child development. It explores theoretical perspectives that shape Te Whāriki and early childhood education in Aotearoa New Zealand. The developmental domains of cognitive, physical, language, social and emotional, and spiritual development are considered within the context of early childhood education and significant influences on development are critically analysed. The contributions of neuroscience and the science of learning to the fields of child development and early childhood education also analysed. Through studying child development, students apply conceptual understanding to their practice-based learning and updated research on holistic development and learning in the early years. 

This course supports students in their knowledge of Language, Literacy and the Creative Arts. Students engage in the analysis of how Te Whāriki and The New Zealand Curriculum are interrelated and gain an in-depth understanding of Language, Literacy and the Creative Arts in each curriculum. Through the critical analysis of Language, Literacy and the Creative Arts, students develop a critical understanding of how they are integrated in the early childhood education environment. Planning, assessment, evaluation practices and teaching strategies are critically examined in the areas of Language, Literacy and the Creative Arts in early childhood education.

This course supports students in critically analysing concepts related to culture and cultural diversity in early childhood education. A particular focus is given to honouring Te Tiriti o Waitangi responsibilities of early childhood teachers, including strategies and practices to support Te Tiriti-based pedagogy. The course supports students in understanding their commitment to tangata whenuatanga and the need to be inclusive of all learners’ backgrounds and cultures. The growing cultural diversity of early childhood education settings and communities in Aotearoa New Zealand are analysed in relation to developing respectful and inclusive attitudes, understanding and practices.

This course supports students in their knowledge of Science, Technology, Engineering, Arts and Mathematics. Students engage in the analysis of how Te Whāriki and The New Zealand Curriculum are interrelated and gain an in-depth understanding of Science, Technology, Engineering, Arts and Mathematics in each curriculum. Through the critical analysis of Science, Technology, Engineering, Arts and Mathematics, students develop a critical understanding of how they are integrated in the early childhood education environment. Planning, assessment, evaluation practices and teaching strategies are critically examined in the areas of Science, Technology, Engineering, Arts and Mathematics in early childhood education.

This course engages students as leaders, exploring a range of pertinent leadership theories and styles tailored to early childhood settings. Students critically examine the role of distributed leadership in sustaining teachers' professional growth and significantly supporting teacher wellbeing within early childhood settings. Building on this foundation, students utilise leadership frameworks to develop initiatives that contribute to a positive learning environment. Students incorporate insights from Ngā Aronga Whai Hua, Te Ara Poutama, and The Leadership Capability Framework to develop their personal reflections on leadership in early childhood education contexts. 

This course develops students’ knowledge, skills and abilities to work with and advocate for children with diverse needs. The support for children and their whānau/families is in the context of the social model of disability. Students critically examine the historical, political, and legislative changes, and how these have made a difference to the experiences of children, whānau and teachers in early childhood settings. The process of students and teachers engaging with external support, including accessing resources for students to use in practice is investigated. Ethics and questions of social justice and equity, which are fundamental to inclusion, are also critically examined in the New Zealand context.

This course navigates students through the key elements of professional inquiry. Implemented in authentic early childhood settings, the catalyst for the inquiry is a problem or puzzle of practice identified by the student. Adhering to a structured process and supported by an assigned Advisor, students draw on the professional knowledge and learning they have acquired through the program of study to critically examine the problem or puzzle of practice. They collect and analyse data of children’s learning and adapt their teaching practices to better enhance children’s outcomes. Students evaluate the effectiveness of their intervention and reflect deeply on their own professional learning and growth. One of the outcomes of the course is the Teaching Council required Cumulative Integrated Assessment.

This course develops students’ teaching through a set of practicum placements. Students use an inquiry model in each 20-day practicum placement to plan, implement and reflect on their observed practice in the context of a specific Learning Outcome and a set of Key Teaching Tasks. Underpinned by the Standards for the Teaching Profession, students are supported to enact the key principles and strands of Te Whāriki through teaching practices that enhance children’s learning. The practicum experiences promote a hands-on approach which support students to recognise opportunities for professional practice and application of teaching strategies, skills and dispositions to implement, and reflect on, meaningful learning experiences for children.