Teacher Knowledge, Child Interest and Parent Expectation: Factors Influencing Multicultural Programs in an Early Childhood Setting

Abstract

MULTICULTURAL CURRICULA/PROGRAMS assume an important role within a cultural approach to learning and teaching in early childhood education in New Zealand. Te Wh‘ariki, the national early childhood curriculum framework of New Zealand, is an emancipatory and socially constructive document that emphasises equity, social justice and the important position of culture in children's learning and development. In practice this means developing early childhood programs that are sensitive and responsive to the needs and interests of children and families of minority cultures. Drawing on a critical social constructivist framework, this study of one early childhood centre in New Zealand identifies the features of its multicultural curriculum. The paper argues that a devotion to supporting children of minority cultures has persisted in the curriculum, but there is a reliance on mainstream pedagogy focused on children's learning within the centre environment and teachers' subjective knowledge about children's needs.