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"How Is My Child Doing?": Selected Case Studies of How Childcare Centres Meet the DoPs Requirement to Discuss Children's Progress with Parents

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dc.contributor.author Launder, Doreen
dc.contributor.author Dalli, Carmen
dc.date.accessioned 2009-05-07T22:35:16Z
dc.date.accessioned 2022-07-12T02:53:21Z
dc.date.available 2009-05-07T22:35:16Z
dc.date.available 2022-07-12T02:53:21Z
dc.date.copyright 1997
dc.date.issued 1997
dc.identifier.uri https://ir.wgtn.ac.nz/handle/123456789/21085
dc.description.abstract The 1989 New Zealand educational reforms heralded major changes in all sectors of education. These changes included the introduction of a charter, which is essentially a contract, between the Crown and each individual education service. The Early Childhood Charter Guidelines: A Statement of Desirable Objectives and Practices, promulgated by the Minister of Education in December 1990, became the basis for the contract document required of early childhood centres which sought to become chartered centres in receipt of government finding. The Early Childhood Charter Guidelines, commonly referred to as the `DoPs', include over 60 requirements and objectives which early childhood services must meet as part of their contractual obligations (Meade and Dalli, 1991). Included in these is a requirement that centre personnel make provision at all times 'for parents and families to discuss their child's progress and be informed about their child's daily programme' (Ministry of Education 1990, p.3). The meaning and intent of the above requirement was investigated in a study carried out in the second half of 1994 in which government agency, parent, and centre personnel understanding of the requirement was investigated. The study was carried out as part of the requirements of the Master of Education programme in which the first author was enrolled. This paper focuses on data from interviews with parents and teachers which show how teachers in eleven childcare centres translated the requirement into manageable systems within their centres. The paper also illuminates the practices that developed in the centres from these systems and the extent to which the requirement became a tool for the development of parent-teacher partnerships in the education and care of children. en_NZ
dc.format pdf en_NZ
dc.language.iso en_NZ
dc.publisher Te Herenga Waka—Victoria University of Wellington en_NZ
dc.relation.ispartofseries Occassional Paper, No. 2 1997 en_NZ
dc.rights 01997 Copyright is held by individual writers over their own work Publishing rights are held by the Institute for Early Childhood Studies en_NZ
dc.subject Early childhood education en_NZ
dc.subject Day centres en_NZ
dc.subject Parent participation en_NZ
dc.subject Parent teacher relationship en_NZ
dc.subject Childcare New Zealand en_NZ
dc.title "How Is My Child Doing?": Selected Case Studies of How Childcare Centres Meet the DoPs Requirement to Discuss Children's Progress with Parents en_NZ
dc.type Text en_NZ
vuwschema.contributor.unit Institute for Early Childhood Studies en_NZ
vuwschema.subject.anzsrcfor 130102 Early Childhood Education (excl. Māori) en_NZ
vuwschema.subject.marsden 330110 en_NZ
vuwschema.subject.marsden 330104 en_NZ
vuwschema.type.vuw Working or Occasional Paper en_NZ
vuwschema.subject.anzsrcforV2 390302 Early childhood education en_NZ

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