Abstract:
The notion of curriculum as contested was central to this thesis. In particular, the focus was on how children (aged from 8 months to 5 years) experienced and influenced the scope of curriculum and participated in the process in defining what constituted null curriculum in one New Zealand childcare centre. Qualitative methods were used to investigate this process of setting curriculum boundaries. Participant observations over five months yielded detailed observations, and these
were supplemented by conversations with children which occurred in the context of a range of research strategies; children's perspectives have been foregrounded throughout. Data generation and analysis was guided by principles of the generic
inductive qualitative model. Critical pedagogy and the sociology of childhood together provided the theoretical and methodological framework for the study, and 'strategies of dislocation' were
devised to assist in seeing unfamiliar aspects in a familiar context. The central source of curriculum boundaries was found to be the assumed
demarcation between adults and children; not only did this wider social norm influence the teachers, but it was also found to be embedded within the physical structure and organisation of the centre. It is argued this generational division conflicted with teachers' commitment to implementing sociocultural practices. The core of curriculum for children was found to be relationships with others.
However, many relationships were characterised by a dialectic tension between a desire to establish relationships and be accepted within the community, and a desire to exercise control/power. It is argued that these two concerns were
significant aspects of curriculum for children. Children's focus on gender and their individual interests also influenced the scope of curriculum, although children's ability to introduce interests depended upon how conducive the physical and social environment was to their expression.
Teachers' and children's interpretation of what constituted null curriculum varied. Some aspects, and particularly the body, appeared to be null curriculum for all. Children used strategies of resistance to introduce new elements into the
curriculum. Findings from the thesis are aligned with those of other recent qualitative studies
in similar New Zealand settings and implications for the early childhood profession are discussed, particularly in relation to scrutinising the image of the child that is implied in practices, and challenging assumptions about the roles of adults and children, as a first step towards dismantling expectations that currently limit the potential scope of curriculum.
