THE DEVELOPMENT OF EARLY literacy knowledge is generally seen as an important aspect of early childhood education. The way early literacy learning is promoted, however, varies greatly in different national curriculum frameworks. This article compares the approach taken in the New Zealand early childhood curriculum (Te Whāriki) with the approach outlined in the curriculum for young children in England (The Early Years Foundation Stage or EYFS). The curricula are compared in relation to (1) the description of literacy-related learning outcomes; (2) guidance for teachers on how to foster literacy learning; and (3) guidance on formative and summative assessment.
The EYFS contains more detailed information in each area of comparison. The article suggests that the lack of information on literacy in Te Whāriki may mean that children are provided with an inadequate range of literacy experiences in New Zealand early childhood centres.
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