1 Department of Education - Curriculum Research, Danish School of Education, Arts, Aarhus University2 Forskningsenheden Barndom, læring og didaktik (småbørnspædagogik), Danish School of Education, Aarhus University, Aarhus University3 Danish School of Education - General Education, Emdrup, Danish School of Education, Arts, Aarhus University4 Danish School of Education - General Education, Emdrup, Danish School of Education, Arts, Aarhus University
Abstract Introduction: In order to understand this chapter, I will give a short outline of Danish and Nordic early childhood education and care tradition, which emphasises play, care and children’s self-activity, followed by the present situation with implementation of a national curriculum from 2004, and with integration of a learning dimension and the struggle for combining play and learning. However we also see a growing actual political pressure toward a more school-oriented preschool, with a tendency to narrow down the educational practice only to be an introduction course for school with strong emphasis literacy. This calls for a reintroduction of e critical education. Part one focuses on the need for a Critical Didaktik. I will argue for a critical democratic preschool education and care, which understands preschool as a democratic meeting place. Then to the point: I will construct a Critical Preschool Didaktik by help of two approaches: On the one hand a German theory of Bildung and thus a critical-constructive Didaktik – and on the other hand a preschool democratic practice based on various versions of “Childhood psychology and sociology” and post-modern approaches. Part two: Based on this theoretical and practice background I will analyse Te Whãriki curriculum and ask: What kind of curriculum understanding does Te Whãriki express? I will discuss this in the light of above educational critical democratic approach.
Weaving Te Whāriki: Aotearoa New Zealand's Early Childhood Curriculum Framework in Theory and Practice, 2013, p. 239-258