Open AccessHow Aligned Are We? Assessment Procedures and Practices Between Early Childhood and Early Intervention.
Author(s) -
Toia Caulcutt,
Vanessa Paki
Publication year - 2011
Publication title -
kairaranga
Language(s) - English
Resource type - Journals
eISSN - 1179-9021
pISSN - 1175-9232
DOI - 10.54322/kairaranga.v12i2.162
Subject(s) - aotearoa , early childhood , intervention (counseling) , early childhood education , early childhood intervention , christian ministry , curriculum , pedagogy , psychology , space (punctuation) , medical education , developmental psychology , political science , medicine , sociology , computer science , gender studies , psychiatry , law , operating system
Early intervention and early childhood share a unique space in our early years education in Aotearoa/New Zealand. The assessment practices of the two are distinctively different and specific to each discipline. As assessment is a powerful agent for change and responsiveness to learners this article will unpack the reasoning behind these differences and consider the possibility of addressing a possible alignment through the early childhood curriculum Te Wha ̄riki (Ministry of Education, 1996).