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Te Whariki

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Amelia Pratt

on 2 December 2013

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Transcript of Te Whariki

Te Whariki
Theoretical Framework
Curriculum Central Elements
Te Whãriki chooses a socio-cultural approach to curriculum:
nurture learning dispositions
promote bi-culturalism
reflect the realities of the young children in the services
4 main central elements, or ‘guiding principles’:
holistic development of children
the empowerment of the children
family and community
children learn through responsive and reciprocal relationships
Three to four broad goals are proposed for the five strands of the curriculum helps the children to become competent learners in society
Child directed educators follow the children’s leads and interests when devising activities
observed and recorded
each activity is based on expanding interests and developmental needs
helps the children to progress further
Children are educated through implementation of activties and spontaneous interations
Brings together the “inseparable elements of care and education in a curriculum which can encompass the wider functions of full-day services.”
Role of the Educator
What is Te Whariki?
Conceptual Framework
Educational Strategies
Image of a Child
- based on works of Vygotsky
the 'Woven Mat'
“To grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.”
Parent & Community Involvment
Child Assessment Tools
1) Do you like this approach? Why or why not?
2) Would you like to work in a centre that uses this approach?
3) What were the 4 strands of the woven mat approach?
4) What is their image of the child?
* Means Woven Mat
* focuses heavily on four principles; Whakana (empowerment) this one focuses on empowering the children to learn and grow
* Kotahitanga (holistic development) this reflects on the holistic way children learn and grow this also takes into account of the cognitive/social/cultural/physical/emotional and spiritual development on human development
* Whanau Tangata (family and community) family and community interaction is important for this curriculum,
* Nga Hononga (relationships) this is where the children learn through responsive and reciprocal relationships with people, places and things.
* five strands of learning development; Mana Atau (wellbeing), Mana Whenua (belonging), Mana Tangata (Contribution), Mana Reo (communication), and Mana Aotura (exploration)
* It is the ECE’s job to weave the curriculums and strands of development into the child’s learning plan, as though they are weaving a blanket.
* The curriculum was founded in the late 80s with meetings to being the curriculum; it was only until 1996 when Margret Carr and Helen May teachers from Waikato University completed the final version of this curriculum.
* This curriculum was also created to strengthen Te Reo Maori (the Maori language)
* The first bicultural, curriculum of our time, Maori and Pakeha.”
* This curriculum focuses on the works of Vygotsky (“childhood development is shaped by cultural-historical inheritances placing value on childrens early childhood settings by family and community experiences also learning is based on more then developmental domains, and include knowledge on becoming a valuble person in the community, cultural, and society” Bailey, 2013)
* Working theories occur in children's thinking and sense-making as they attempt to make connections between prior and new experiences and understandings
* Focuses heavily not only on the cognitive development on the child but also how the child grows emotionally, socially, physically, and spiritually.
* “Te Whaariki recognises the distinctive role of an identifiable Maori curriculum that protects Maori culture through the use of Maori language”(Carr, 1999).
* focuses heavily not only on the cognitive development on the child but also how the child grows emotionally, socially, physically, and spiritually
physical environment needs to be set up in a specific way to promote optimal development.
They believe having a well-planned and designed environment will allow more communication between the children and the adults.
Adults that are working in a developmentally appropriate environment are able to spend more time interacting with the children and are able to better support their learning.
Te Whāriki is a sociocultural framework
support’s children’s learning through partnerships between teachers and parents
Te Whāriki also value’s having a strong bond with the community
The four criteria they use to evaluate are based on the four curriculum principles in Te Whāriki, and then set out as questions: -the first question is, is the identity of the child as a competent and confident learner protected and enhanced by the assessments? (Empowerment). - The second question is, do the assessment practices take account of the whole child? (Holistic
the third question is, do the assessment practices invite the involvement of family and community? (Family and Community).
the fourth and final question is, are the assessments embedded in reciprocal and responsive relationships? (Relationships).
the term ‘Educator’ is not used - teachers, caregivers, and/or professionals.
responsibilities such as management, organisation, assessment, practice, planning, and evaluation.
they must build a relationship with each child and assess the curriculum to determine how the curriculum is appropriate for the child or effective in the child’s development
the child’s emotional and physical development depend on the teachers/teacher
the teacher must support the child’s development by guiding and giving attention to the child
the teacher must be thoughtful of what he/she says and what they do, they are role models for the child’s learning
they must be willing to try alternative learning strategies for each child’s unique development, and also implement the curriculum into their daily practice as early childhood educators.
each Principle has a different way of organizing the environment and how it is managed - includes the organisational philosophies, policies and procedures, Scheduling of activities and events, Arrangement of equipment, Inclusion and support of parents and the connections with the community.
Empowerment - assist the children and their families to become independent and access the resources that can help them to direct their own lives; understand and be willing to talk about bicultural issues; seek Màori help to help Màori children develop a strong sense of self-worth
Holistic - develop cognitive, social, cultural, physical emotional and spiritual dimensions; address bicultural issues by having a clear knowledge of Màori values and view on child development and in the role of the family; understanding the views of other cultures in the community they are working in.
Family and Community - involve the community and child’s family in all aspects of the curriculum as it rotates around it; the well-being of their family and community helps to foster the child’s learning and development, and it is also respected; link the curriculum into the child’s world and help to build on the child’s every day activities and special events within the families; culturally appropriate ways of communicating.
Relationships - make sense and discovering the world around the children, by interacting with it; must know the children well and provide a basis of give and take; must scaffold throughout the day while they interact in their activities and when there is social interaction with the children and adults; provide encouragement, warmth, acceptance and kindness through their interaction and “create challenges for creative and complex thinking, helping children to extend their ideas and actions through sensitive, informed, well-judged interventions and support”
Brennan, C (n.d.) Te Whāriki: A sociocultural curriculum. Retrieved from: http://www.dublin.ie/uploadedFiles/City_Development_Board/Focus_Groups/Dr%20Carmel%20Brennan%20-%20Te%20Whariki%20A%20sociocultural%20curriculum.pdf

Counties Manukau Kindergarten Association - CMKA (2013) Te Whāriki - Early Childhood Curriculum. Retrieved from: http://www.cmka.org.nz/index.php?option=com_content&view=article&id=34&Itemid=41

May, H (2002) Early Childhood Care and Education in Aoteoroa - New Zealand: An overview of history, policy and curriculum. Retrieved from: http://www.aeufederal.org.au/Ec/HMayspeech.pdf

Ministry of Education, N.Z. (1996) Te Whāriki Document: He Whàriki Màtauranga mò ngà Mokopuna o Aotearo, Early Childhood Curriculum. Retrieved from: http://www.educate.ece.govt.nz/~/media/Educate/Files/Reference%20Downloads/whariki.pdf

Ministry of Education, N.Z. (2009, April) Welcome to Early Childhood Education: The Structure and Purpose of the Document. Retrieved from: http://www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki/PartA/PurposeAndStructure.aspx

Ministry of Education, N.Z. (2010, April). Welcome to Early Childhood Education: Assessment Principles of Te Whāriki. Retrieved from http://www.educate.ece.govt.nz/learning/curriculumAndLearning/Assessmentforlearning/KeiTuaotePae/Book10/AssessmentPrinciplesInTeWhariki.aspx

Ministry of Education, N. Z. (2013, October). Welcome to Early Childhood Education: Learning Outcomes in Te Whāriki. Retrieved from


OECD (2004, March). Starting Strong: Curriculum and Pedagogies in Early Childhood Education and Care: Five Curriculum Outlines. Retrieved from: http://www.oecd.org/education/school/31672150.pdf. Pages 16-20.

Pairman, A., & Terreni , L. (2009). If the environment is the third person what language does she speak. Retrieved from http://www.educate.ece.govt.nz/LeadHome/ManagementInformation/EstablishingAnECEService/EstablishingACentreBasedService/~/media/Educate/Files/Reference Downloads/Lead/Files/EnvironmentsConference.pdf

Schome (2007) Te Whaariki: Overview. Retrieved from: http://www.schome.ac.uk/wiki/Te_Whaariki
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