The first research question I thought of was what skills can my children learn from play based learning?
However, after reflection I realised that it was quite a closed question which would have straight forward
answers. I also thought it didn't relate to Kaupapa Maori or cultural inclusiveness which is something in my
practice that needs improvement.
However, after reflection I realised that it was quite a closed question which would have straight forward
answers. I also thought it didn't relate to Kaupapa Maori or cultural inclusiveness which is something in my
practice that needs improvement.
My next research question was how can I use play based learning to create a culturally inclusive, collaborative
classroom for my new entrants and year 1's?
classroom for my new entrants and year 1's?
This question was developed as I couldn't decide between two topics: creating a culturally inclusive classroom
or play based learning. My solution to this was merging the topics together and basing a research question off
both.
or play based learning. My solution to this was merging the topics together and basing a research question off
both.
However, since then my colleague and I have decided to no longer work in an MLE setting and to focus on our
individual classes. Although there will still be collaboration between my students, that won't be the main focus.
Therefore I am changing my question to include digital technology as well.
individual classes. Although there will still be collaboration between my students, that won't be the main focus.
Therefore I am changing my question to include digital technology as well.
My developed question is how can I use play based learning and digital technology to create a culturally
inclusive, collaborative classroom for my new entrants?
inclusive, collaborative classroom for my new entrants?
The play based learning aspect of the research question relates to the Tino Rangatiratanga - The Principle of
Self-determination aspect of the Kaupapa Maori approach.
This is because a predominant part of play based learning consists of self-directed learning and student agency
which results in students having ownership in their learning which overall leads to
motivation/determination (Unicef,. 2018).
This module also relates to my research question as it includes embracing and controlling ones own culture
which the students will be able to do if given access to their culture and opportunities with a cultural focus in
play based learning (Smith, G. H. 1990).
Self-determination aspect of the Kaupapa Maori approach.
This is because a predominant part of play based learning consists of self-directed learning and student agency
which results in students having ownership in their learning which overall leads to
motivation/determination (Unicef,. 2018).
This module also relates to my research question as it includes embracing and controlling ones own culture
which the students will be able to do if given access to their culture and opportunities with a cultural focus in
play based learning (Smith, G. H. 1990).
An important part of my research question is still the collaboration aspect, this relates to the module
Ata - The Principle of Growing Respectful Relationships.
In order for my research question to be implemented into the classroom successfully, the students need to
communicate positively and build relationships with one another while collaborating with each other.
Without positive interactions and communication, play based learning would not be beneficial (Unicef,. 2018).
The students' different cultures being included in the classroom is another way this question relates to Ata.
This is because students are more likely to be respectful of each others differences and cultures if they have
been exposed to it and learnt about it properly in a safe learning environment "Multicultural education is
implemented to enhance tolerance, respect, understanding, awareness, and acceptance of self and others in
the diversity of people’s cultures" (Isler, Nergiz Kardas; Dedeoglu, Hakan 2019 , p.131).
Ata - The Principle of Growing Respectful Relationships.
In order for my research question to be implemented into the classroom successfully, the students need to
communicate positively and build relationships with one another while collaborating with each other.
Without positive interactions and communication, play based learning would not be beneficial (Unicef,. 2018).
The students' different cultures being included in the classroom is another way this question relates to Ata.
This is because students are more likely to be respectful of each others differences and cultures if they have
been exposed to it and learnt about it properly in a safe learning environment "Multicultural education is
implemented to enhance tolerance, respect, understanding, awareness, and acceptance of self and others in
the diversity of people’s cultures" (Isler, Nergiz Kardas; Dedeoglu, Hakan 2019 , p.131).
Learning about the Kaupapa Maori approach has made me understand the importance of respect, gathering the
data correctly and pronouncing things correctly, and including Maori in the research to ensure cultural
responsiveness and Maori wellbeing (Moeke, M, T,. 2015).
data correctly and pronouncing things correctly, and including Maori in the research to ensure cultural
responsiveness and Maori wellbeing (Moeke, M, T,. 2015).
The purpose of Kaupapa Maori data gathering is to develop an answer/results but also provides individuals
new skills to create an innovative, improved time ahead. This is exactly what I am doing with my
research- creating an innovative, improved, inclusive environment for my learners (Aspin, C, 2006).
Furthermore the entire Kaupapa Maori meaning relates to my topic as it means "to be fixed" (Aspin, C, 2006). This is what I feel as though I am doing with my practice, by embracing Maori and other learners, all cultural
needs and using play based learning to benefit the students learning and create a happy school environment.
new skills to create an innovative, improved time ahead. This is exactly what I am doing with my
research- creating an innovative, improved, inclusive environment for my learners (Aspin, C, 2006).
Furthermore the entire Kaupapa Maori meaning relates to my topic as it means "to be fixed" (Aspin, C, 2006). This is what I feel as though I am doing with my practice, by embracing Maori and other learners, all cultural
needs and using play based learning to benefit the students learning and create a happy school environment.
I definitely think this research topic will relate to community priorities as all the students in my class come from
diverse cultures.
Meeting the cultural needs of these students will hopefully make a positive impact on the students wellbeing
and sense of belongingness at school and in their community. If done responsively,
I believe asking Whanau and the Glen Innes community for any advice of what they believe is needed for
improvement will be a good start. This links withThe Principle of Extended Family Structure: Whanau
"This principle acknowledges the responsibility and obligations of the researcher to nurture and care for these
relationships and also the intrinsic connection between the researcher, the researched, and the research. It
acknowledges the relationships that Māori have to one another and to the world around
them" (Smith, G. H. 1990. p.1).
My stakeholders are students, whanau, colleagues and community, an important aspect of this is ensuring that
culture language and djh is appropriated correctly.
This is why whanau is an important aspect of ensuring cultural responsiveness and correctness as the people
involved and affected are the most vital.
diverse cultures.
Meeting the cultural needs of these students will hopefully make a positive impact on the students wellbeing
and sense of belongingness at school and in their community. If done responsively,
I believe asking Whanau and the Glen Innes community for any advice of what they believe is needed for
improvement will be a good start. This links withThe Principle of Extended Family Structure: Whanau
"This principle acknowledges the responsibility and obligations of the researcher to nurture and care for these
relationships and also the intrinsic connection between the researcher, the researched, and the research. It
acknowledges the relationships that Māori have to one another and to the world around
them" (Smith, G. H. 1990. p.1).
My stakeholders are students, whanau, colleagues and community, an important aspect of this is ensuring that
culture language and djh is appropriated correctly.
This is why whanau is an important aspect of ensuring cultural responsiveness and correctness as the people
involved and affected are the most vital.
References
Aspin, C, 2006. Research Proposal 2. Retrieved from https://www.youtube.com/watch?v=0-bn1dvKF8Q
Isler, Nergiz Kardas; Dedeoglu, Hakan 2019 Multicultural Children Literature in Preservice Teacher Education:
Responses through Literature Circles International Journal of Progressive Education, v15 n4 p130-141 2019
DOI: 10.29329/ijpe.2019.203.10.
Responses through Literature Circles International Journal of Progressive Education, v15 n4 p130-141 2019
DOI: 10.29329/ijpe.2019.203.10.
Moeke, M, T,. 2015. Palliative Care TV.
Retrieved from: https://www.youtube.com/watchtime_continue=105&v=yHfEXqBcBig&feature=emb_title
Smith, G. H. 1990. ˜Research Issues Related to Maori Education, paper presented to NZARE Special Interest Conference,
Massey University, reprinted in 1992, The Issue of Research and Maori, Research Unit for Maori Education,
The University of Auckland. Retrieved from:http://www.rangahau.co.nz/research-idea/27/
Massey University, reprinted in 1992, The Issue of Research and Maori, Research Unit for Maori Education,
The University of Auckland. Retrieved from:http://www.rangahau.co.nz/research-idea/27/
Unicef,. (2018). Learning through play Strengthening learning through play in early childhood education programmes. Retrieved from: https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf
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