This retrospective study synthesises findings from 17 national reports about curriculum implementation in early learning services, published over the last 10 years.
While the national evaluations over this time have not covered every aspect of early childhood curriculum, they provide an insight and consistent messages about how effectively services are designing, implementing and evaluating their curriculum based on Te Whāriki. The evaluations highlight the dimensions of pedagogical leadership, teacher knowledge and capacity to develop powerful learning partnerships as key factprs impacting on quality.
Across these evaluations we have collected examples of effective practices by early learning services as they design, implement and evaluate the effectiveness of their curriculum. We share some of these examples again in this report.
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