New He Kupu issue explores the role of holism in tamariki learning

Exploring the theme of ‘The whole child and the whole teacher within the dynamics of the place – here and beyond’, the newly-released issue of He Kupu examines the meaning of holism and its role in supporting children’s learning and development.

Through practitioner research and personal narratives, contributors reflect on and delve into the connections within oneself, to others and to the natural environment. Examples include Phoebe Tong, who using childhood studies as a theoretical lens, examines children’s agency and offers suggestions for practice that kaiako can adapt to their everyday teaching.

Acknowledging the varying cultural differences on the notions of holism, Barbara Scanlan and Galina Stebletsova explore these cultural perspectives in an early childhood setting. They illustrate how preservice and beginning teachers can foster positive relationships with all tamariki and whānau of their centre community.

The issue also includes a focus on the barriers and support for Pasifika learners and disabled kaiako in early childhood settings, and includes two book reviews.

NZTC Academic Dean, Dr. Sean Dolan, says the latest He Kupu issue encourages and invites readers to reflect on the meaning of holism and the implications this has for the relationship between learner and teacher.

“We hope that this issue will provide readers with an insight into the importance of holism, its connections to teaching practice in early childhood education, and its potential to impact the lives of children and teachers in meaningful ways.”

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