TARİHİ, TEMELLERİ VE YAPISIYLA YENİ ZELANDA ERKEN ÇOCUKLUK EĞİTİM PROGRAMI: TE WHÀRİKİ

Dünyadaki erken çocukluk eğitimi programları arasında yer alan ve Màori dilinde “dokuma halı” anlamına gelen “Te Whàriki” programı, Yeni Zelenda’nın ulusal eğitim programıdır. Programdaki “Dokuma halı” felsefesi, özgün niteliği ve benimsediği farklı kültürlerin birliği anlayışıyla, erken çocukluk eğitimine farklı bir bakış açısı getirmiştir Çocuğun öğrenme deneyimleri, içinde bulunduğu toplumdan ve toplumsal yapıyı şekillendiren kültürel anlayıştan bağımsız değildir. Bu görüşü temel alan Te Whàriki Programı’nda çocuğun eğitiminde ve çok yönlü gelişiminde kültür ve toplum; programın temel yapısı ve sahip olduğu anlayışı şekillendiren mihenk taşı olarak kabul edilmiştir. Te Whàriki programı hakkında, ülkemizde yapılmış birkaç çalışma olmakla birlikte çok fazla tanınmayan bir programdır. Bu nedenle yapılan çalışmada, Te Whàriki Programı’nın benimsediği eğitim anlayışının geniş bir kapsam çerçevesinde değerlendirilmesi amaçlanmıştır. Derleme makalesi olarak hazırlanan çalışmada Te Whàriki Programı’nın tarihi, felsefesi, eğitim programı, öğrenme ortamı, çocuk, öğretmen ve aile rolleri, programın güçlü ve zayıf yönleri ve program hakkındaki eleştiriler ile ilgili detaylı bilgiler çalışmanın kapsamını oluşturan öğelerdendir. Bu bağlamda Te Whàriki Programı’nın çocuğun eğitimine farklı bir bakış açısı getirmesi yanı sıra kültürel değerler, çevre ve toplum etkileşimli bir program olarak ülkemizde yapılan erken çocukluk eğitimi hizmetleri ile program çalışmalarına örnek oluşturarak katkı sunacağı düşünülmektedir.

THE HISTORY, FOUNDATIONS and STRUCTURE of NEW ZEALAND’S EARLY CHILDHOOD EDUCATION PROGRAM: TE WHÀRIKI

The “Te Whàriki” program, which is among the early childhood education programs in the world and means “woven carpet” in Màori language, is the national education program of New Zealand. The analogy “woven carpet” has brought a different perspective to early childhood education program with its unique quality and understanding of the unity of different cultures. Children's learning experiences are not independent of the society they live in and the cultural understanding that shapes the social structure. Although there are a few studies about the Te Whàriki program in our country, it is a program that is not very well known. Therefore, this study aims to evaluate the educational approach adopted by the Te Whàriki Program within a wide scope. In this review article, detailed information about the history, philosophy, education program, learning environment, child, teacher and family roles, strengths and weaknesses of the program and criticisms about the program are among the elements that make up the scope of the study. In this context, it is thought that the Te Whàriki Program will not only bring a different perspective to the education of the child, but also contribute to the early childhood education services and program studies in our country as an interactive program with cultural values, environment and society

PDF

___

Akyol, T. (2019). Te Whàriki: kültürel bir erken çocukluk programı üzerine bir inceleme. (M. B. Minaz Ed.), Eğitim Bilimleri Alanında Yeni Ufuklar içinde (s. 375- 387). Gece Akademi.
Alvestad, M., Duncan, J., & Berge, A. (2009). New Zealand ECE teachers talk about Te Whàriki. New Zealand Journal of Teachers' Work, 6(1), https://www.researchgate.net/profile/AnitaBerge/publication/228501947_New_Zealand_ECE_teachers_talk_about_Te_Whariki/links/5730f5a608 ae6cca19a1f8b8/New-Zealand-ECE-teachers-talk-about-Te-Whariki.pdf
Auld, S. (2002). Five key principles of heuristic play. The First Years: Nga Tau Tuatahi, New Zealand Journal of Infant and Toddler Education, 4(2), 36-37, https://www.dufferincounty.ca/sites/default/files/rtb/FivePrinciplesHeuristicPlay.pdf
Bayes, C. (2006). Provocations of Te Whariki and Reggio Emilia. A. Fleet, C. Patterson & J. Robertson. (Eds.), Insights: Behind early childhood pedagogical documentation, (pp. 289-299). Pademelon Press.
Berk, L. E. (2013). Bebekler ve çocuklar. Doğum öncesinden orta çocukluğa. (Çeviri Ed. N. Erdoğan). Nobel Akademik Yayıncılık.
Blaiklock, K. (2010). The Whàriki, the New Zealand early childhood curriculum: Is it effective? International Journal of Early Years Education. 18. 201-212, https://doi.org/10.1080/09669760.2010.521296
Blaiklock, K. (2012). Te Whāriki: Rhetoric and reality. Presentation for the New Zealand Early Childhood Research Conference Retrieved from http://uni- tec.researchbank.ac.nz/handle/10652/1766
Buchanan, E. (2011). Assessment in New Zealand early childhood education: A Foucauldian analysis (Unpublished master’s thesis). Victoria University, https://core.ac.uk/download/pdf/41337005.pdf
Buchanan, E. (2013). Understanding the Te Whàriki approach: Early years education in practice. International Journal of Equity and Innovation in Early Childhood, 11(1), 49-53, https://doi.org/10.4324/9780203075340
Carr, M., & May, H. (1993). Choosing a model. Reflecting on the development process of Te Whàriki: National early childhood curriculum guidelines in New Zealand. International Journal of Early Years Education, 1(3), 7-22, https://doi.org/10.1080/0966976930010302
Carr, M., & May, H. (2000). Te Whaariki: Curriculum voices. H. Penn (Ed.), Early childhood services: Theory, policy and practice (pp. 53-73). Open University Press.
Carr, M., May, H., Podmore, V. N., Cubey, P., Hatherly, A., & Macartney, B. (2002). Learning and teaching stories: Action research on evaluation in early childhood in Aotearoa-New Zealand. European Early Childhood Education Research Journal, 10(2), 115-125, https://doi.org/10.1080/13502930285208991
Cooper, D., & Tangaere, P.R. (1994) A Critical Analysis of the Development of Early Childhood Education in Aotearoa, in E. Coxon, K. Jenkins, J. Marshall & L. Massey (Eds) The Politics of Learning and Teaching in Aotearoa-New Zealand, pp. 82-110. Dunmore Press.
Cooper, M., Hedges, H., & Dixon, H. (2014). Weaving RIE with Te Whàriki: Re-thinking family involvement in assessment of learning dispositions. Early Child Development and Care, 184(5), 733-748, https://doi.org/10.1080/03004430.2013.818987
Cullen, J. (2008, November). Outcomes of early childhood education: Do we know, can we tell, and does it matter. In Jean Herbison Lecture, presented at the NZARE Annual Conference, Palmerston North NZ, December.https://nzare.org.nz/assets/Uploads/Award-Citations-/Herbison-Lecture- /joy_cullen_herbison2008.pdf
Dodge, D. T. (2004). Early childhood curriculum models: Why? What? and How Programs use them. Child Care Information Exchange, 155, 71–75, https://www.childcareexchange.com/library/5015571.pdf
Drewery, W., & Bird, L. (2004). Human development in Aotearoa: A journey through life (2nd ed.). McGraw Hill. Drummond, M. J. 2003. Assessing children's learning. 2nd ed. David Fulton.
Duhn, İ. (2006). The Making of Global Citizens: traces of cosmopolitanism in the New Zealand early childhood curriculum, Te Whàriki. Contemporary Issues in Early Childhood, 3(7), 191-202, https://journals.sagepub.com/doi/pdf/10.2304/ciec.2006.7.3.191
Early Childhood Education Project. (1996/2000). Future Directions: early childhood education in New Zealand, rev. edn. New Zealand Educational Institute.
Lange, D. (1988). Tomorrow's schools: The reform of education administration in New Zealand. https://apo.org.au/node/219251
Macartney, B. (2011). Introducing Aotearoa-New Zealand’s National early childhood curriculum Te Whaariki as an ethics-based approach to education. https://core.ac.uk/download/pdf/35466226.pdf
May, H. (2001). Politics in the Playground: the world of early childhood in postwar New Zealand. Bridget Williams Books.
May, H. (2002). Aotearoa–New Zealand: An overview of history, policy, and curriculum. Magill Journal of Education, 37, 19–36, https://mje.mcgill.ca/article/view/8603
MOE. (1996). Te Whārıkı He Whàriki Mātauranga Mō Ngā Mokopuna O Aotearoa Early Childhood Curriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-1996.pdf
Moss, P. (1999) Renewed Hopes and Lost Opportunities: early childhood in the early years of the Labour government, Cambridge Journal of Education, 29(2), 229-239, https://doi.org/10.1080/0305764990290206
Moss, P. & Dahlberg, G. (2005). Ethics and Politics in Early Childhood Education. Routledge Falmer.
Multeciler. (2021). Türkiyedeki Suriyeli Sayısı. https://multeciler.org.tr/turkiyedeki-suriyelisayisi/?gclid=Cj0KCQjw78yFBhCZARIsAOxgSx2-ABHnKctD1XqtFQqTjOwSAjsob7svy49t20HpW7GtTAXzljFArsaAmkBEALw_wcB
New Zealand Ministry of Education. (2017). Te Whārıkı He Whàriki Mātauranga Mō Ngā Mokopuna O Aotearoa Early Childhood Curriculum. http://www.education.govt.nz/assets/Uploads/Te-Whàriki - Early-Childhood-Curriculum-04-11-low-res.pdf
New Zealand Ministry of Education. (2017). Te Whàriki: Te Whàriki mātauranga mōngā mokopunao Aotearoa: Early childhood curriculum. https://education.govt.nz/assets/Documents/Early-Childhood/ELS-TeWhàriki -Early-Childhood-Curriculum-ENG-Web.pdf
New Zealand Government. (2019). Play ideas. https://www.education.govt.nz/early-childhood/teaching-andlearning/learning-tools-and-resources/play-ideas/
New Zealand Goverment. (2021). Designing, implementing and evaluating curriculum in early learning services: what is important and what works. https://www.ero.govt.nz/publications/early-learningcurriculum/designing-implementing-and-evaluating-curriculum-in-early-learning-services-what-isimportant-and-what-works/#ft6
Nicholls, M. (2004). Cultural Perspectives from Aotearoa/New Zealand. Journal of Intergenerational Relationships, 1(4), 25-34, https://doi.org/10.1300/J194v01n04_03
Samuelsson, I. P., Sheridan, S., & Williams, P. (2006). Five preschool curricula– comparative perspective. International Journal of Early Childhood, 1(38), 11-30. https://link.springer.com/content/pdf/10.1007/BF03165975.pdf
Taguma, M., Litjens, I., & Makowiecki, K. (2012). Quality Matters in Early Childhood Education and Care: New Zealand. OECD Publishing. https://www.oecd.org/education/school/NEW%20ZEALAND%20policy%20profile%20- %20published%203-8-2012.pdf
OECD (2004). Starting Strong. Curricula and Pedagogies in Early Childhood Education and Care. Five Curriculum Outlines. Directorate for education. OECD. https://www.oecd.org/education/school/31672150.pdf
Olfman, S. (2003). All work and no play...: How Educational Reforms Are Harming Our Prescoolers. Praeger Publishers.
Peters, S. (2005). Making Links between Learning in Early Childhood Education and School Using the" Key Competencies" Framework. Teachers and Curriculum, 8, 9-15. https://files.eric.ed.gov/fulltext/EJ1121940.pdf
Te Kete Ipurangi. (2011). Teaching strategies and resources. https://teWhàriki .tki.org.nz/en/teachingstrategies-and-resources/
Te One, S. (2003) The Context for Te Whàriki : contemporary issues of influence, in J. Nuttall (Ed.) Weaving Te Whàriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice, pp. 17- 49. Wellington: New Zealand Council for Educational Research. https://www.nzcer.org.nz/system/files/press/abstracts/Weaving%20Te%20Whariki%202_ch1.pdf
Temel, Z. F. ve Kanat, K. (2018). Te Whàriki programı. (Z.F. Temel Ed.), Okul Öncesi Eğitimde Alternatif Yaklaşımlar içinde (s. 172-198). Hedef Yayıncılık.
Temel, Z. F. ve Kanat, K. (2019). Te Whàriki programı. (Z.F. Temel Ed.), Okul Öncesi Eğitimde Alternatif Yaklaşımlar içinde (s. 170-196). Hedef Yayıncılık.
Yıldız, C., & Durmuşoğlu, M. C. (2018). The The family involvement in different early childhood curricula and approaches in the world. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 8(1), 23-38. https://app.trdizin.gov.tr/dokuman goruntule?ext=pdf&path=CrnWZGRsXTjRjLjWxD978OSUAL2jXitizhVYmCxNvH5AZN4n2FB9JnPgwU8Qvf OOVLCPWXTLA8rYq-2kCAQILuRPCOfmWLlLmaS1Jt8GVwIitqxGkKCpABNEurjw_E0Wb2eT0ViA4Yoo07Ihwx4gvVYBc- _F9wNwmc6S6WJ26JI7svMefnVU3r_MKgSwJCUGHa9rNe6BS3- jVOVlO3sZnnd4AxN9q4gRXmMbs03QzU=&contentType=application/pdf
Vygotsky, L. (1978). Mind and society. Harvard University Press.