Leaders within the early childhood education sector offer insights and reflections on what it means to be ready to teach in today’s diverse learning environments. Twelve thought-provoking research articles explore the theme of ‘Readiness to Teach’ in the latest issue of He Kupu, launched this week.
Biannually produced by NZTC, with over 11,000 subscribers, He Kupu serves as an educational resource for those who are experienced in the ECE sector, as well as those who are just starting their ECE career. Sean Dolan, He Kupu editor and NZTC Academic Dean, believes the journal provides a “platform for researchers active in the field to publish and share their findings with an international audience.”
The latest issue explores the concept of teacher readiness as it evolves within early childhood education. Dolan believes that the latest issue “is significant since it informs much of what is happening in initial teacher education in New Zealand and helps to shape the next generation of teachers.”
The capacity of teachers to embrace diversity in the classroom is thoroughly explored in a number of articles within the issue, with each writer presenting a different perspective. As schools become more diverse, classrooms are filled with students from various cultural, racial, socioeconomic and cognitive backgrounds. In the past being ready to teach meant meeting certain standards and having specific skills, however, as classrooms become more diverse, it is important for teachers to understand and appreciate the unique backgrounds of every child.
In their article, Becoming Bicultural: Approaching Tiriti-based practice as tauira, Chel Freeman and Krystal Taiapa, discuss the importance of bicultural practices in early childhood settings. They note that “true bicultural education compels us to deeply reflect on how we perceive and engage with different cultures,” and that this promotes respect and understanding in teaching methods. Therefore, by creating an environment where cultural respect and understanding is welcomed, teachers can help children feel valued and supported.
Janice Pennells, an early childhood teacher with 23 years involvement in the ECE sector, believes in the importance of the ‘funds of knowledge’ within a child’s heritage. In her article, Being Curious, Connected, and Aware: A Reflection on Recognising, and Drawing on, Children’s, Families’, and Teachers’ Funds of Knowledge, she explains that by “learning about and building on the repertoire of skills that children, families, and teachers bring, a whāriki of rich knowledge is created.” So, when you acknowledge and incorporate every child’s individual diversity the whole classroom can thrive, and every child's background will be seen as a strength.
Diversity also includes those who have different abilities. In Marjolein Whyte’s article, What is inclusion? A focus on disabled children and their families in early childhood education, she argues that educators need to be inclusive of all children, regardless of family, background or learning style. This would ensure that all children have equitable access to learning and participation. She reflects that when “teachers develop flexibility in their teaching practice […] children become more adaptable and understanding of others.”
Read the October issue of He Kupu today and discover new ideas and insights that can help you further your teaching practice and make a positive impact in early childhood education!