How Aligned Are We? Assessment Procedures and Practices Between Early Childhood and Early Intervention.

Authors

  • Toia Caulcutt University of Waikato
  • Vanessa Paki University of Waikato

DOI:

https://doi.org/10.54322/kairaranga.v12i2.162

Keywords:

early childhood education, assessment, curriculum, early intervention

Abstract

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).

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Published

01-07-2011

Issue

Vol. 12 No. 2 (2011)

Section

Vol 12 Iss 2

License

Copyright (c) 2022 Toia Caulcutt, Vanessa Paki

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

How Aligned Are We? Assessment Procedures and Practices Between Early Childhood and Early Intervention. (2011). Kairaranga, 12(2), 36-41. https://doi.org/10.54322/kairaranga.v12i2.162