Connecting curriculum and policy to assist families' aspirations

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dc.contributor.authorClarkin-Phillips, Jeanette
dc.date.accessioned2013-02-07T01:54:58Z
dc.date.available2013-02-07T01:54:58Z
dc.date.issued2012
dc.description.abstractTe Whāriki, New Zealand’s early childhood national curriculum, is strongly underpinned by sociocultural and ecological theories of development that recognise the significance of families in children’s lives. There are, however, very few national policies that support the holistic nature of the curriculum. In 2006, the first significant recognition by government of the potential for early childhood centres to assist the holistic well-being of a community occurred. A pilot programme was launched that awarded Parent Support and Development contracts to early childhood centres in vulnerable communities. Eight centres took part in the pilot. This paper reports on the impact of a Parent Support and Development contract on a kindergarten ecosystem, highlighting ways in which the ecological systems of the community were strengthened.en_NZ
dc.format.mimetypeapplication/pdf
dc.identifier.citationClarkin-Phillips, J. (2012). Connecting curriculum and policy to assist families' aspirations. Waikato Journal of Education. 17(1), 17-27.en_NZ
dc.identifier.doi10.15663/wje.v17i1.21
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/7147
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Research, Faculty of Education, University of Waikatoen_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
dc.rightsThis article has been published in the journal: Waikato Journal of Education. Used with permission.en_NZ
dc.subjectNew Zealanden_NZ
dc.subjectnational curriculumen_NZ
dc.subjectearly childhooden_NZ
dc.subjectparent supporten_NZ
dc.titleConnecting curriculum and policy to assist families' aspirationsen_NZ
dc.typeJournal Articleen_NZ
pubs.begin-page17en_NZ
pubs.elements-id37996
pubs.end-page27en_NZ
pubs.volume17en_NZ
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