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dc.contributor.authorArndt, Sonja Kathrinaen_NZ
dc.contributor.authorTesar, Mareken_NZ
dc.date.accessioned2016-03-15T01:04:00Z
dc.date.available2015en_NZ
dc.date.available2016-03-15T01:04:00Z
dc.date.issued2015en_NZ
dc.identifier.citationArndt, S., & Tesar, M. (2015). Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings. Journal of Pedagogy, 6(2), 71–86. http://doi.org/10.1515/jped-2015-0014en
dc.identifier.issn1338-1563en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/9985
dc.description.abstractThis paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particu- lar ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teach- ing and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherDe Gruyteren_NZ
dc.rights© by Sonja Arndt. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
dc.titleEarly childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openingsen_NZ
dc.typeJournal Article
dc.identifier.doi10.1515/jped-2015-0014en_NZ
dc.relation.isPartOfJournal of Pedagogyen_NZ
pubs.begin-page71
pubs.elements-id137768
pubs.end-page86
pubs.issue2en_NZ
pubs.volume6en_NZ


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