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Te Whāriki: Early childhood curriculum, The
New Zealand Curriculum and Te Marautanga
o Aotearoa
all have a similar vision for
children and young people. These relate to
being confident and competent learners
who are able to fully participate in society.
The strengthened Digital Technologies &
Hangarau Matihiko content links closely to
Te Whāriki 2017
.
Te Whāriki 2017
supports the development
of digital fluency and promotes:
●
integrated use of digital technologies, with
children experiencing a wide variety of
materials and technologies in their early
education, including digital devices
●
the use of these technologies to access
and engage with the world, including
the ability to represent discoveries using
creative and expressive media, including
digital media, and supporting children to
develop an understanding of safety and
security when communicating in a digital
world
●
children to be increasingly capable of
using a range of strategies for reasoning
and problem solving.
WHAT DOES THIS MEAN FOR
EARLY LEARNING SERVICES?
Computational thinking for digital
technologies is one of the new areas being
introduced into the school curriculum.
Computational thinking is a problem
solving process that includes a number
of characteristics and dispositions. It
enables a student to take a complex
problem, understand what the problem
is and formulate possible solutions. This
information is then presented in a way that
is understood by a computer.
In early learning services kaiako can
be intentional in the role they play in
supporting children to develop skills in
algorithmic thinking. An algorithm is a
plan, a set of step by step instructions to
solve a problem. The learning opportunities
provided in early learning services can
support children’s early understanding of
this concept, such as:
●
dressing oneself
●
following a recipe
●
planting seeds
●
using poi.
Supporting children to develop an
understanding of the process they are
following and the order in which it is
undertaken is an algorithm. In later learning
these algorithms are used as a starting point
for creating a computer programme.
Designing and developing digital outcomes
is about understanding that digital systems
and applications are created for humans
by humans. They develop increasingly
sophisticated understandings and skills
related to designing and producing quality,
fit-for-purpose, digital outcomes. In early
learning services kaiako could encourage
children to:
●
consider what digital device is most
appropriate to use in different situations
●
develop an awareness of some computer
applications and their purpose.
In an early learning context this approach
should be integrated into the curriculum,
build on children’s prior knowledge and
encourage critical thinking skills.
Te Whāriki
should be used as a lens to guide kaiako
practice and to inform the development of a
responsive, child-centred curriculum.
What is important to note here is that a
lot of learning in Digital Technologies &
Hangarau Matihiko doesn’t require a digital
device – it focuses on digital thinking and
ideas which, particularly when working with
young children, can be achieved in a range
of non-digital environments.
ACROSS THE LEARNING
PATHWAY
Consideration is being given to this initiative
and how it relates to learners across the
learning pathway. The MOE is currently
designing a variety of interventions in the
Digital Fluency programme using a pathway
approach and is looking for opportunities
to connect with the early learning sector.
One current initiative is that early learning
services who are members of Kāhui Ako can
participate in Professional Learning and
Development with a focus on Digital Fluency.
THIRD PAGE
December 2017
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