The Aotearoa New Zealand early childhood education and care: A collaborative and democratic space and place for all members of the learning community

Abstract

This article draws on the author’s doctoral research study that investigated how teachers’ professional identities have been re constructed in response to shifting discourses in early childhood education and care (ECEC) policies and practices in Aotearoa New Zealand over the last three decades. For the purpose of this article, the author shares a small piece of discourse-analysis of significant New Zealand’s policies, including Early Childhood Curriculum FrameworkTe Whāriki, Kei Tua o te Pae. Assessments for learning: Early childhood exemplars. Book 1-20, and Ngā Arohaehae Whai Hua: Self-review Guidelines for Early Childhood Education. The author argues that the policy documents constructed the Aotearoa New Zealand ECEC as a collaborative and democratic space and place for all members of the learning community (that is, the children, families/whānau1, ECEC staff, local community, and others associated with an early childhood setting). The article explores the concepts underpinning the policy documents (e.g. reciprocal and responsive relationships), which have promoted ethics of care and ethics of encounter in the learning community, and set a foundation for collaborative and democratic teaching and learning practices in the Aotearoa New Zealand ECEC. Key words:the curriculum Te Whāriki, discourse-analysis, ethics of care, ethics of encounter