An Evolving Vision for Designing Professional Learning

Abstract

A study tour of early childhood education (ECE) programs in Aotearoa New Zealand offered a rich opportunity to explore the implementation of Te Whāriki, the national ECE curriculum. This article describes three central aspects of the Te Whāriki approach that have garnered international admiration as a model for ECE: the high value placed on the child’s image, voice, and identity; nurturing a culture of inquiry; and the use of learning stories to document children’s explorations. The authors share questions that have emerged in considering how to apply a parallel approach to the work of designing and facilitating professional learning experiences for educators