Zusammenfassung
Die Entwicklung und Einführung eines nationalen Curriculums in Neuseeland ist ein Ergebnis verschiedener Reformen im frühpädagogischen Sektor. Die Fachwelt betrachtete staatliche Richtlinien zunächst mit Skepsis, da man befürchtete, dass Standardisierung die Vielfalt begrenzen könnte und eine Fächerorientierung nach dem Grundschulmodell folgen würde. Dieser Beitrag beschreibt einen curricularen Ansatz, der sowohl die Vielfalt unterstützt und fördert als auch die Sicherung der Einrichtungsqualität im Auge behält. Auf der Grundlage von soziokulturellen und kindheitssoziologischen Theorien und mit Blick auf Kinderrechte werden konzeptuelle Prinzipien für die Entwicklung eines Curriculums präsentiert, und es werden Ergebnisse aus den neuseeländischen Erfahrungen berichtet. Es wird für ein offenes Curriculum plädiert, das kulturell relevant und altersübergreifend ist, sich für unterschiedliche Institutionen eignet und in enger Kooperation mit der Praxis entwickelt wird. Ressourcen und Unterstützung bei der Umsetzung sind von großer Bedeutung.
Übersetzung aus dem Englischen: Antje Below. Fachliche und redaktionelle Bearbeitung: Pamela Oberhuemer, Kristin Gisbert
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Smith, A.B. (2004). Vielfalt statt Standardisierung: Curriculumentwicklung in Neuseeland in theoretischer und praktischer Perspektive. In: Fthenakis, W.E., Oberhuemer, P. (eds) Frühpädagogik international. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-322-95041-3_4
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