Professional development in the Cook Islands: Confronting and challenging Cook Islands early childhood teachers' understandings of play.

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Bibliographic Details
Title:	Professional development in the Cook Islands: Confronting and challenging Cook Islands early childhood teachers' understandings of play.
Authors:	Leaupepe, Manutai¹
Source:	Pacific-Asian Education Journal. 2011, Vol. 23 Issue 2, p23-31. 9p.
Subject Terms:	Teacher development, Early childhood education, Teachers' conferences, Play assessment (Child psychology)
Geographic Terms:	Rarotonga (Cook Islands), Cook Islands, New Zealand
Abstract:	This paper arose from a presentation to a Cook Islands' early childhood teachers' conference held in Rarotonga in 2010. Teachers from Aotearoa New Zealand and throughout the Cook Islands attended. The first of its kind, the Taokotai'anga o te au Punanga Reo Kuki Airani o Akarana Association hosted over 150 teachers, carers and administrators involved in early childhood education in both countries. This conference provided a valuable opportunity for participants to revitalise neglected knowledge and engage in dialogue and reflection about contemporary and traditional understandings about play and its role in the learning of young children. The challenges that confronted teachers were related to understandings about play and the implications of these understandings for their practice. The conflicting and often contradictory views of play that Cook Islands early childhood teachers held, and the tensions arising from those views, are the focus of this paper. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This paper arose from a presentation to a Cook Islands' early childhood teachers' conference held in Rarotonga in 2010. Teachers from Aotearoa New Zealand and throughout the Cook Islands attended. The first of its kind, the Taokotai'anga o te au Punanga Reo Kuki Airani o Akarana Association hosted over 150 teachers, carers and administrators involved in early childhood education in both countries. This conference provided a valuable opportunity for participants to revitalise neglected knowledge and engage in dialogue and reflection about contemporary and traditional understandings about play and its role in the learning of young children. The challenges that confronted teachers were related to understandings about play and the implications of these understandings for their practice. The conflicting and often contradictory views of play that Cook Islands early childhood teachers held, and the tensions arising from those views, are the focus of this paper. [ABSTRACT FROM AUTHOR]
ISSN:	10198725