Joy Cullen

Socially constructed learning: a commentary on the concept of the learning organisation

Applies a socially‐constructed perspective on cognition and learning to learning organisations. Explains socially‐constructed cognition, learning and the concept of a learning organisation‐personal mastery, mental models, shared vision, team learning and systems thinking. Based on Australian cases and research, it outlines the enterprise culture, the learning university and workplace learning. Examines the possible key role of consultants in promoting organisational learning. Argues that a major shift in thinking about HR has to take place to support learning organisations. Outlines future areas for research: redefinition of concepts such as team thinking and team learning to incorporate the study of constraints; the study of the physical environments which hinder/support learning organisations and further investigation of work group cultures.

Early years curriculum: funds of knowledge as a conceptual framework for children’s interests

Children’s interests are frequently cited as a source of early‐years curricula. Yet, research has rarely considered the nature of these interests beyond the play‐based environment of early‐childhood education. This paper reports findings from a qualitative, interpretivist study in two early childhood settings in Aotearoa/New Zealand. Using participant observation, interviews, and documentation, the study examined children’s interests and teachers’ engagement with these in curriculum interactions. Evidence suggested children’s interests were stimulated by their ‘intent participation’ in family and community experiences and encapsulated in the notion of ‘funds of knowledge’. The concept of funds of knowledge provides a coherent analytic framework for teachers to recognize children’s interests and extend teachers’ curriculum planning focus beyond that of a child‐centred play‐based learning environment.

Participatory learning theories: A framework for early childhood pedagogy.

This paper continues scholarly conversations about appropriate theories of development to underpin early childhood pedagogy. It focuses on sociocultural theoretical perspectives and proposes that participatory learning theories (PLTs) underpin pedagogy built on principles specified in three curricular documents. Further, the paper argues that the outcomes of participatory learning contest accepted understandings of knowledge outcomes and instead comprise notions such as funds of knowledge, dispositions and working theories. A ‘participation plus’ model of pedagogy is posited as emanating from PLTs and associated outcomes. Resulting challenges for research and pedagogy are discussed.

Everyday Spirituality: An Aspect of the Holistic Curriculum in Action:

Early childhood education in Aotearoa New Zealand includes different philosophical perspectives, may be part of the public or private sector and aims to be inclusive and holistic. The early childhood curriculum, Te Whāriki, supports these aims. Aspects of the curriculum that are holistic may be conceptualized in diverse ways and this qualitative research focused on the spiritual. Case studies were constructed in three different settings — a Montessori casa, a private preschool and a Rudolf Steiner kindergarten. This article concerns one of these settings and discusses the first day back at the Montessori casa after a two-week break. The concept of everyday spirituality is introduced and three narratives retell moments of everyday spirituality that occurred throughout the day. Three themes are addressed in some detail. The discussion is informed by Derridas notion of hospitality and by different perspectives about the role of spirituality in educational contexts.

Preschool children's use and perceptions of outdoor play areas

Forty preschool children (20 boys and 20 girls), aged approximately 5 years, were observed during outdoor playtimes, using a time‐sampling procedure which recorded descriptions of behaviour. Each child was interviewed about his or her perceptions of the observed play. A significant negative correlation was obtained between physical play and creative play. Length of outdoor play was associated with incidence of creative play. Boys engaged in more total physical play than girls, however, except for manipulative physical play, separate physical categories did not differ significantly in terms of time. Qualitative differences in girls’ and boys’ play were revealed through descriptive behavioural records and interview data. The majority of children perceived that outdoor play was independent and did not require assistance from the teacher. Results suggest that a free‐play outdoor progamme may be insufficient to achieve physical objectives and that teachers need to monitor the quality of play to facilitate more...

The Role of Acquisition and Learning in Young Children's Bilingual Development: A Sociocultural Interpretation.

This paper takes a sociocultural approach to exploring the factors that enhance young childrens bilingual development. The language excerpts presented were gathered as part of a three-year Early Childhood Centre of Innovation project funded by the New Zealand government. Data gathered in this project challenge Krashens (1981) position that young children will generally acquire another language through subconscious osmosis, rather than through the conscious effort of learning. Evidence is put forward that illustrates how young childrens bilingual development is in fact mediated by their teachers and peers, as well as the cultural tools provided in the environment and the nature of the language input itself. Young children are also revealed as active language learners who interact collaboratively with others and with their environment. Thus, the value of early childhood teachers in taking a more proactive role to support the process of young childrens bilingual development is affirmed.

Teacher-researchers promoting cultural learning in an intercultural kindergarten in Aotearoa New Zealand

This article discusses six teaching strategies identified by teacher-researchers as supporting their goal to improve learning and teaching for all children in the intercultural setting of a kindergarten in Aotearoa New Zealand. As a Centre of Innovation, the kindergarten received government funding for a 3-year action research project focused on the participation of Samoan children, who also attended a nearby Samoan language immersion early childhood setting. The programme was guided by two perspectives: the sociocultural philosophy that underpins the early childhood curriculum, and an additive approach to bilingual education that provides support for first-language maintenance as well as building English language competence. The six strategies are illustrated with data extracts focused on language and literacy learning and discussed with reference to the sociocultural concepts of co-construction and cultural tools. It is proposed that a core strategy ‘Teachers help children to revisit their learning experiences’ sustains childrens engagement in learning, in conjunction with several mediators: interactions with peers and teachers, as well as cultural, community and centre resources. The findings suggest that children actively engage in knowledge creation through these mediators and that cultural learning outcomes occur for both children and adults.

Influences on Young Children's Knowledge: The case of road safety education

Abstract Recent commentators on early education have noted a need to combine the strengths of constructivist and sociocultural theoretical perspectives in the early childhood curriculum. Road safety education in the early childhood years rarely reflects a coherent theoretical base. This article argues that effective road safety education for young children needs to incorporate both constructivist and sociocultural perspectives on learning. Interviews with preschool children highlight the variety of influences that affect childrens road safety knowledge and illustrate the interface of constructivist and sociocultural interpretations of learning about road safety. The value of a dual perspective is explored further with reference to a road safety curriculum intervention, which used reflective dialogue procedures, derived from Pramlings (1990) phenomenographic perspective on learning. The curriculum project demonstrates that adult interactions that clarify and make explicit childrens informal learning abo...