摘要：This article presents a group of nine New Zealand early childhood teachers’
understandings of aspects of their educational planning and practice related to the
implementation of the national curriculum document – Te Whāriki. We discuss one
of the research questions: What are New Zealand teachers’ understandings of
learning, knowledge and strategies in their educational work with children and
planning, and how is this related to the national curriculum? To conclude our
discussion some of the main findings in this study are briefly related to findings in
two parallel, and independent, studies carried out in Sweden and Norway
(Alvestad, 2004a, Alvestad & Berge, 2009).
