Study on the Development of 'Quality Assurance' and 'Quality Evaluation/Assessment' in New Zealand Early Childhood Education Policy:

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  • ニュージーランド幼児教育政策における「質保障」「質評価」の展開過程に関する研究
  • ニュージーランド幼児教育政策における「質保障」「質評価」の展開過程に関する研究 : テ・ファーリキと歩んだ20年に焦点を当てて
  • ニュージーランド ヨウジ キョウイク セイサク ニ オケル 「 シツ ホショウ 」 「 シツ ヒョウカ 」 ノ テンカイ カテイ ニ カンスル ケンキュウ : テ ・ ファーリキ ト アユンダ 20ネン ニ ショウテン オ アテテ
  • ―テ・ファーリキと歩んだ20 年に焦点を当てて―
  • Focusing on the Twenty Years that Have Passed since Te Whāriki

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<p>New Zealand has been internationally recognized in the past twenty-five years as a particularly productive area of discourses in early childhood education. Te Whāriki, an early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. This research focuses on the 20 years since Te Whāriki was published, and examines how " Quality Assurance " and " Quality Evaluation/Assessment " were developed as a policy of early childhood education by the New Zealand government. Furthermore, the way in which the child's " learning " was placed has been examined. The result of the research has been a strong focus on a knowledge economy and committed leaders who have tirelessly advocated a defined vision for the sector, thereby challenging the governing system.</p>

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